APR  16  1918 

0*^^:0 At  b..^-  '>^ 


BV   1520    .A6 7    1914 

Athearn,  Walter  Scott,  1872- 

1934. 
The  church  school 


THE  CHURCH  SCHOOL 


Community  House 

Congregational  Church 

Winnetka  (111.) 


Ground  Plans  of  Community  House.  The  l)uilding  whieh 
serves  the  educational  jnirposes  of  the  Congregational 
Church  in  Winnetka,  Illinois.  Notice  the  large  number  of 
separate  classrooms,  each  of  which  is  entered  from  a  hall. 
Note  also  the  gymnasium  and  the  large  rooms  availal)le  for 
departmental   and   assembly   purposes. 


THE 

CHURCH  SCHOOL 


By   WALTER  S.    ATHEARN 

Professor  of  Religious  Education 


Drake  University 


^;S:i  OF  PRl!^ 

APR  16  1918 


ti^owhi  s^*r 


THE    PILGRIM    PRESS 

BOSTON        :i        NEW   YORK         ::        CHICAGO 


Copyright,  1914 

by 

WALTER    S.    ATHEARN 


THE   PILGRIM    PRESS 
BOSTON 


THIS  BOOK  IS  AFFECTIONATELY  DEDI- 
CATED  TO  MY  WIFE,  AND  TO  MY 
CHILDREN,   CLARENCE  AND   GERTRUDE 


FOREWORD 

This  volume  is  the  outgrowth  of  a  commis- 
sion report  on  ^^The  Correlation  of  the  Educa- 
tional Agencies  of  a  Local  Church''  presented 
at  the  Cleveland  meeting  of  the  Religious  Edu- 
cation Association.  This  report  awakened 
widespread  interest.  As  chairman  of  this  com- 
mission the  writer  has  received  many  requests 
for  details  of  organization  and  nature  and  con- 
tent of  curriculum  suited  to  the  various  periods 
of  unfolding  childhood. 

The  introduction  of  courses  in  religious  edu- 
cation into  colleges,  seminaries  and  city  insti- 
tutes has  created  a  demand  for  textbooks  which 
will  open  up  the  whole  field  and  direct  the  stu- 
dents to  the  literature  and  material  now  acces- 
sible. 

This  volume  is  not  an  attempt  to  assemble  the 
popular  practices  in  the  church  schools  of  our 
times.  The  author  believes  that  nothing  is 
practical  which  is  not  founded  on  the  best  edu- 
cational theory.  The  great  need  of  the  church 
schools  of  our  day  is  leadership  capable  of  eval- 
uating practice  in  terms  of  well-established  the- 
ory. Progress  in  religious  education  must  not 
be  a  matter  of  accident — the  chance  survival  of 
that  which  works.  Trained  specialists,  having 
at  their  disposal  scientifically-equipped  labora- 

[vii] 


THE  CHUECH  SCHOOL 

tories  endowed  liberally  for  research,  must 
guide  practice. 

Eeligious  pedagogy  is  the  youngest  of  all  the 
offshoots  from  general  psychology.  Very  much 
is  yet  to  be  discovered,  but  there  are  already 
many  results  from  the  fields  of  general  psy- 
chology and  the  psychology  of  religion  which 
may  be  taken  over  into  the  field  of  religious 
education. 

This  volume  is  an  attempt  to  give  religion 
the  advantage  of  the  scientific  research  that 
has  done  so  much  to  increase  the  efficiency  of 
secular  education.  It  accepts  as  its  fundamen- 
tal proposition  the  doctrine  of  growth.  It  be- 
lieves that  every  child  is  God^s  child  from  the 
beginning,  capable  of  growth  and  unfolding  un- 
til he  **  attains  unto  the  perfection  of  the 
Father.**  It  seeks  those  methods  by  which  a 
child  may  ^*grow  up  a  Christian  and  never 
know  himself  to  have  been  otherwise."  It 
seeks  to  find  not  what  is  being  done,  but  what 
should  be  done  to  attain  the  desired  end. 

The  theories  herein  advocated  have  been  put 
to  practical  test  under  the  author's  observa- 
tion. He  believes  that  the  principles  of  the 
church  school  set  forth  in  this  volume  must  be 
put  into  operation  in  every  community  which 
seeks  the  religious  culture  of  its  youth.  This 
program  will  cost  money  and  it  will  require 
trained  leadership,  but  it  will  produce  results. 

The  author  wishes  to  acknowledge  his  obli- 
gation to  all  who  have  contributed  toward  the 
completion  of  this  volume.     Special  acknowl- 

[viii] 


FOREWORD 

edgment  is  due  to  Dr.  E.  D.  Starbuck,  of  the 
State  University  of  Iowa,  who  has  read  the 
manuscript  and  given  invaluable  suggestions; 
and  to  Miss  Grace  Jones,  Professor  of  Method- 
ology in  the  School  of  Religious  Education, 
Drake  University,  for  her  valuable  assistance 
in  both  the  library  and  the  laboratory  while 
this  volume  has  been  in  preparation. 

The  author  sends  this  book  out  with  the  hope 
that  it  will  be  helpful  to  that  rapidly  increasing 
body  of  religious  workers  who  seek  to  give  the 
practices  of  the  church  school  the  support  of 
sound  educational  theory. 

Walter  S.  Atheaen. 

Des  Moines,  Iowa 
April  4,  1014 


[«1 


CONTENTS 

I.  Functions,  Activities  and  Program    .       .  1 

Reference  Books  on  Principles  of  Education    .  8 

II.  The  Need  of  Correlating  the  Educa- 
tional Agencies  of  the  Church  .  .  10 
The  Present  Condition  of  the  Church's  Educational 
Organizations — No  Definite  Purpose  for  Organiza- 
tions— The  Overlapping  of  Similar  Work — The  Faith- 
ful Few  Overworked — Much  Needed  Educational 
Work  Omitted — The  Lack  of  Supervision — The  Lack 
of  Correlation — The  Absence  of  Promotions — Sum- 
mary 

Bibliography 23 

in.  Organization 26 

Greneral    Organization — Departmental    Organization 

Bibliography 35 

IV.  The  Cradle  Roll  Department  ...  38 
Scope — Organization — The  Cradle  Roll  Child — The 
Educational  Duty  of  the  Home — Activities — Meetings 
— The  Relation  of  Cradle  Roll  Children  to  the  Church 
School — The  Cradle  Roll  Department  and  the  Church 
Nursery — ^Equipment 

Classified  Book  Lists  for  Cradle  Roll  Workers  52 

V.  The  Beginners'  Department  ...  56 
Scope — The  Nature  of  the  Child  in  the  Beginners* 
Department — The  Nature  of  the  Curriculum — The 
Material  of  the  Curriculum — Expressional  Work  for 
Beginners  —  Organization  —  Equipment  —  Program — 
Tests  for  the  Beginners*  Department — Songs  for  the 


THE  CHURCH  SCHOOL 

Beginners'  Department — Pictures  Appropriate  for  Be- 
ginners 

Classified  Book  Lists  for  the  Beginners'  De- 
partment      81 

VI.  The  Primary  Department  ....  85 

Scope— The  Nature  of  the  Primary  Child— The 
Characteristics  of  Primary  Play — The  Moral  Signifi- 
cance of  the  Primary  Period — The  Material  of  the 
Curriculum — Expressional  Work  for  the  Primary  De- 
partment —  Organization  —  Equipment  —  Program  — 
Tests  for  the  Primary  Department — Songs  for  the 
Primary  Grades — Pictures  Suitable  for  the  Primary 
Grades 

Classified  Book  Lists  for  the  Primary  Department  115 

VII.  The  Junior  Department      ....        120 

Scope — The  Nature  of  the  Junior  Child — The  First 
Period  of  Doubt — Conversion — The  Material  of  the 
Curriculum — Cultivating  the  Church-Going  Habit — 
Music  for  the  Junior  Department — Expressional  Ac- 
tivity —  Organization — Program' — Equipment  —  Tests 
for  the  Junior  Department — Memory  Work  for  Junior 
Grades — Junior  Poems  and  Songs — Picture  Study  for 
the  Junior  Grades 

Classified  Book  Lists  for  the  Junior  Department      166 

VIII.  The  Intermediate  Department  .        .        .        173 

Scope — The  Nature  of  the  Intermediate  Child — 
Problems  of  Adolescent  Development — The  Nature  of 
the  Curriculum — Art  and  Adolescent  Education — Ex- 
pressional Activities — Organization — Equipment — Pro- 
gram 

Classified  Book  Lists  for  the  Intermediate  De- 
partment    .......        236 


IX.  The  Senior  Department      ....        244 

)f  Seni 
Yean 

[xii] 


Scope — The  Nature  of  Senior  Pupils — ^Determining 
Factors    in    the    Senior    Years — The    Nature    of    the 


CONTENTS 

Senior    Curriculum — Expfessional    Activities — Organ- 
ization— Program — Equipment 

Classified  Book  Lists  for  the  Senior  Department      272 

X.  The  Adult  Department      ....        279 

Scope — Organization — The  Eeligious  Needs  of  an 
Adult — The  Kinds  of  Classes  Maintained — Elective 
Courses — The  Church  College — Class  Loyalty — The 
Sunday  Program 

XI.  The  Home  Department      ....        292 

Scope  and  Organization — Supervision  of  the  Home 
Work  of  Children — Supervision  of  the  Home  Work 
of  Adults 

XII.  The  Teacher  Training  Department  .        .        298 

Candidates  for  Teacher  Training — Requirements  for 
Teacher  Training — A  Teacher's  Grovring  Library — 
Equipment  for  a  Teacher-Training  Class — Courses  of 
Study  for  Training  Classes — The  Nature  of  the  Text- 
books— Sources  of  Students  for  Training  Classes — ^A 
Dedication  Service— Teachers  for  the  Training  Classes 
— Cooperation  with  City  Institutes 

Bibliography      . 309 


[xiii] 


LIST  OF  ILLUSTRATIONS 


Ground  Plans  of  Community  House 


Frontispiece 

FACING 
PAGE 


Homelike  Room  for  Beginners'  Class  . 

An  Ideal  Room  for  the  Beginners'  Department 

A  Primary  Class  at  Work    .... 

An  Attractive  Primary  Department    . 

A  Group  of  Boys  in  the  Junior  Department 

An  Ideal  Room  for  Junior  Boys  and  Girls 

Young  Men's  Class  for  Study  and  Discussion 

Class  op  Young  Men  Meeting  for  Bible  Study 

Class  of  Young  Women        .... 


A  Primary  Superintendent  Training  Her  Group 
OF  Assistants 


56 

56 
85 
85 
120 
120 
279 
279 
298 

298 


[XV] 


THE  CHURCH  SCHOOL 


CHAPTER  I 

FUNCTIONS,   ACTIVITIES   AND 
PROGRAM 

1.    Functions 

The  functions  of  the  church  school  are,  (a) 
tc  develop  intelligent  and  efficient  Christian 
lives  consecrated  to  the  extension  of  God's 
kingdom  on  earth,  and  (b)  to  train  efficient 
leaders  for  all  phases  of  church  work. 

The  church  that  fails  to  provide  a  school 
for  the  training  of  workers  for  its  various  ac- 
tivities will  be  forced  to  call  into  leadership 
men  and  women  who  are  unprepared  for  the  du- 
ties they  are  asked  to  perform,  and  the  work  of 
the  church  will  suffer  as  a  consequence.  Ef- 
ficient church  work  demands  trained  leadership, 
and  training  for  leadership  is  one  of  the  func- 
tions of  the  church  school.  It  follows  that  the 
church  school  must  be  as  comprehensive  as  the 
church  itself. 

2.  AcTrviTiEs 

The  activities  of  the  church  school  are  (a) 
teaching,  and  (b)  worship. 

[1] 


THE  CHURCH  SCHOOL 

In  insisting  that  the  church  school  shall  be- 
come a  real  school  we  must  not  forget  that  it  is 
a.  The  Place  ^^  ^®  ^  rcUgious  sckool.  It  wiU  dif- 
the  chJrch^  ^"^  f ^^  from  the  public  school  not  only 
School  jj^  ii^Q  content  of  the  curriculum,  but 

also  in  the  place  of  worship  in  the  program.  Its 
methods  will  be  scientific,  its  teaching  will  be 
thorough,  its  atmosphere  will  he  surcharged 
with  religion.  The  songs,  the  prayers,  the  or- 
der of  service,  the  attitude  of  teachers  and  of- 
ficers will  give  an  emotional  coloring  to  the 
facts  of  the  lesson  that  will  make  them  always 
differ  from  facts  presented  under  different  cir- 
cumstances. The  simple  law  of  memory — that 
things  held  before  the  mind  at  the  same  time 
tend  afterward  to  suggest  each  other — holds 
true  of  emotions  as  well  as  of  sensuous  im- 
agery. An  object  revived  in  memory  not  only 
recalls  other  objects,  but  it  recalls  also  the  emo- 
tions experienced  when  the  objects  were  first 
presented  to  the  mind.  Biblical  facts,  to  have 
value  as  religious  truths,  must  be  associated 
with  emotional  responses,  and  then  passed  over 
into  conduct  so  that  the  subsequent  recall  of  the 
fact  will  reinstate  the  emotion  and  issue  in  a 
godly  deed.  The  lessons  in  the  church  school 
should  be  taught  in  an  atmosphere  of  rever- 
ence, and  every  lesson  should  close  with  prayer, 
the  teacher  lifting  the  facts  of  the  lesson  over 
into  the  reahn  of  feeling  and  tying  them  to  the 
shies  so  that  these  facts  will  forever  differ  from 
all  other  facts  in  that  they  will  reinstate  a  re- 
ligious   feeling   and    inspire    a    religious    act. 

[2] 


FUNCTION  AND  PROGRAM 

When  all  one^s  experiences  have  been  lifted 
into  the  presence  of  God,  one  will  live  and  move 
and  have  his  being  with  the  consciousness  of 
God  as  an  ever  present  fact. 

The  teaching  act  must  include  both  instruc- 
tion and  expression.  It  is  now  generally  be- 
b.  The  Place  lievcd  that  all  consciousness  is  mo- 
?n  th?chur°ch  ^^^ — ^^^^  nothing  comes  in  through 
School  ^i^Q  senses  that  does  not  tend  to 

pass  out  through  the  muscles.  Not  only  do 
bodily  acts  follow  upon  consciousness,  but  each 
act  performed  reacts  upon  consciousness, 
**  carrying  with  it  a  sense  of  reality  and  a  feel- 
ing of  appropriation  and  possession.''  The  re- 
action from  the  physical  expression  makes  the 
act  real.  In  the  words  of  Stratton,  **The  feel- 
ing of  what  is  occurring  in  our  veins  and 
muscles  rolls  back  upon  the  mind  and  gives  the 
mental  state  definiteness  and  *body.'"'  In 
other  words,  an  object  ceases  to  be  ^^foreign'' 
and  becomes  a  part  of  one's  self  as  soon  as  it 
has  passed  into  his  consciousness  through  the 
motor  process.  It  is  then  vitally  a  part  of  the 
actor. 

James  recognizes  two  important  aspects  of 
the  content  of  consciousness.  He  speaks  of  the 
concrete  as  *  ^  substantive "  elements  of  con- 
sciousness,— facts  of  color,  loudness,  sharpness, 
which  we  call  sensations.  These  are  relatively 
passive,  static  elements.  Besides  these  con- 
crete elements  the  mind  contains  also  less  con- 

^  Experimental  Psychology   and  Its  Bearing  upon   Culture, 
p.  269. 

[3] 


THE  CHURCH  SCHOOL 

Crete,  ** transitive'*  parts,  **fringes,*'  relations 
or  links,  such  as  sameness,  causation,  etc.  An 
object  is  the  same  as  another,  caused  by  some- 
thing, liked  or  disliked,  chosen  or  rejected. 
These  aspects  of  consciousness  give  a  sort  of 
universality  to  experience,  while  the  concrete 
sensations  seem  transitory  and  more  or  less 
accidental.  These  aspects  arise  when  the  mind 
is  actively  doing  something  with  the  sensation. 
These  aspects,  once  created,  make  the  object  a 
part  of  the  self  and  it  is  always  thereafter  im- 
aged in  terms  of  the  self.  It  is  the  constructive 
activity  which  makes  knowledge  a  part  of  the 
self. 

God  will  be  a  **foreigner'*  until  some  act  of 
prayer,  or  worship,  or  service  makes  him  a  part 
of  the  self.  * '  Faith  apart  from  works  is  dead,  * ' 
and  **If  any  man  willeth  to  do  his  will,  he  shall 
know  of  the  teaching'*  seem  to  recognize  the 
connection  between  activity  and  belief.  We  not 
only  learn  to  do  by  doing,  but  we  also  learn  to 
know  by  doing. 

A  sense  of  reality  and  identity  with  the  self 
will  only  attach  to  those  facts  which  have  been 
dynamically  acquired.  Children  may  come  to 
know  about  God  from  verbal  memory  of  facts 
and  precepts,  but  children  who  are  really  to 
know  God  as  a  personal  presence,  in  whom  they 
are  to  *^live,  move  and  have  their  being,*'  must 
do  something  with  God.  They  must  use 
him  in  the  performance  of  their  daily  tasks. 
The  sense  of  the  presence  of  God  thus  ac- 
quired will  give  the  mystic 's  assurance  of  real- 

[4] 


FUNCTION  AND  PEOGRAM 

ity    which    logic    and    argument    can    never 
overthrow. 

The  church  school  must  undertake  two  types 
of  expressional  work,  as  follows : 
c  T  es  of  ^^^  There  must  be  a  response  to 

^xpressionai  the  iustruction  given  which  will  ^ 
the  facts  presented  in  the  con- 
sciousness of  the  pupil.  There  must  be 
no  impression  without  a  corresponding  ex- 
pressiofi.  The  lesson  story  must  be  told  back 
to  teacher  or  parent.  The  map  must  be 
drawn  or  modeled  as  well  as  seen.  This  re- 
quires individual  response  on  the  part  of 
each  pupil.  The  teacher  must  hear  pupils  re- 
cite, as  well  as  present  new  truths  to  them. 
He  must  be  provided  with  blackboards,  maps, 
charts,  models,  work  tables,  etc.,  and  he  must 
require  composition  and  notebook  work,  map 
making,  modeling  and  handwork  appropriate 
to  the  subject  and  the  pupil. 

In  addition  to  vitalizing  the  truth  taught,  ex- 
pressional work  of  this  kind  adds  an  interest 
and  a  charm  which  can  be  secured  in  no  other 
way.  **  Every  child  born  in  the  image  of  the 
Father  finds  his  highest  joy  in  creation.  In 
education  we  have  learned  that  if  we  would  best 
develop  the  royal  H's,  the  Head,  Heart  and 
Hand,  it  is  necessary  to  provide  materials 
which,  with  high  effort  and  much  love,  may  be 
fashioned  into  simple  objects  of  beauty.'** 

(2)  In  addition  to  the  type  of  response  which 
will  fix  the  lesson  in  the  mind  of  the  pupil,  there 

*  Seegmiller,  Primary  Hand  Worlc,  p  7. 

[8] 


THE  CHUECH  SCHOOL 

must  be  another  type  which  will  carry  the  les- 
son over  into  life  habits.  The  curriculum  must 
pass  over  into  conduct.  It  is  not  enough  to  give 
the  pupil  what  James  calls  the  systemic  reso- 
nance; we  must  also  give  him  what  Him  in  his 
^'Origins  of  Art''  calls  the  social  resonance. 
The  story  of  the  Good  Samaritan  must  be  re- 
told, visualized,  written  in  a  notebook  and  thus 
fixed  in  consciousness,  but  the  child's  experi- 
ences must  also  be  so  organized  that  he  will  live 
the  story  of  the  Good  Samaritan  in  his  daily 
life.  He  must  know  how  it  feels  to  act  his 
ideals  in  the  presence  of  his  fellows.  To  this 
end  the  church  school  must  connect  up  with  the 
home,  the  day  school  and  the  community.  In 
another  chapter  we  shall  point  out  the  need  of  a 
correlation  of  the  educational  agencies  of  a  lo- 
cal church. 

Secular  education  does  not  separate  the 
class-room  from  the  laboratory,  and  the  church 
must  no  longer  divorce  instruction  and  expres- 
sion. Habits  of  religious  expression  are 
formed  just  as  other  habits  are  formed,  and 
the  church  must  give  religion  the  benefit  of  all 
the  research  in  psychology  and  pedagogy  which 
is  so  rapidly  imioro^dng  the  methods  of  the 
public  schools. 

The  arguments  which  have  given  us  the 
graded  church  school  curriculum  must  also  give 
us  graded  worship  and  graded  expression.  A 
child  must  be  taught  to  live  a  full  life  in  all  the 
world  he  knows ;  and  as  his  world  grows  larger 
his  religious  life  should  keep  pace  with  his  ex- 

[6] 


FUNCTION  AND  PROGRAM 

panded  horizon.  In  the  chapters  of  this  volume 
dealing  with  the  departments  of  the  church 
school  an  attempt  has  been  made  to  point  out 
types  of  expressional  work  suitable  to  the  va- 
rious stages  of  unfolding  life.  The  efficient 
administration  of  an  educational  program 
demands  emphasis  on  the  fact  that  religious 
expression  is  a  part  of  the  process  of  religious 
teaching.  It  must  follow  that  the  organizations 
that  have  sprung  up  as  agencies  for  the  expres- 
sion of  religious  life  must  be  correlated  with 
the  church  school  and  that  one  board  of  officers 
must  administer  both  sides  of  the  educational 
program.  When  a  student  is  promoted  from 
one  department  of  the  church  school  to  another, 
he  should  pass  by  virtue  of  the  promotion  into 
all  phases  of  the  work  of  the  new  department. 
At  the  close  of  the  Senior  course  the  school 
should  make  it  a  part  of  its  business  to  see  that 
each  student  is  actively  identified  with  some  of 
the  adult  organizations  of  the  church. 

3.     Peogkam 

If  the  activities  of  the  church  school  are 
teaching  and  worship,  and  teaching  consists  of 
instruction  and  expression,  it  is  clear  that  the 
program  of  all  departments  of  the  church 
school  must  consist  of  three  parts :  worship,  in- 
struction and  expression.  The  program  would 
arrange  these  parts  as  follows : 

a.  Period  of  real  and  reverent  worship, 
suited  to  the  age,  experience  and  needs  of  the 
department. 

[7] 


THE  CHURCH  SCHOOL 

b.  Period  of  instruction.  This  is  the  regu- 
lar class  period.  The  graded  lessons  will  suit 
the  subject  matter  to  the  capacity  and  needs  of 
the  students. 

c.  Period  of  training  for  and  in  Christian 
service.  This  period  of  the  program  will  take 
the  place  of  the  Junior,  Intermediate  and 
Senior  Societies  now  meeting  under  separate 
management. 

These  three  periods  can  be  united  into  one 
exercise  lasting  from  one  hour  and  a  half  to 
two  hours.  This  arrangement  secures  the  at- 
tendance of  all  who  are  in  the  church  school 
upon  all  the  expressional  services  suited  to 
their  years.  It  secures  a  correlation  of  instruc- 
tion and  expression,  and  makes  possible  a  unity 
of  supervision  that  prevents  the  overlapping  of 
agencies. 

REFERENCE    BOOKS    ON    PRINCIPLES 
OF  EDUCATION 

Bolton,  Principles   of  Education,  $3.00.     Charles   Scrib- 

ner's  Sons,  New  York. 
Henderson,   Text  Book  in  the  Principles   of    Education^ 

$1.75.    The  Macmillan  Co.,  New  York. 
Klapper,  Principles   of  Educational  Practice,  $1.75.     D. 

Appleton  &  Co.,  New  York. 
Thomdike,     Educational     Psychology,     Vol.     1,     $2.50. 

Teachers'  College,  Columbia  University,  New  York. 
McDougall,    Introduction    to    Social    Psychology,    $1.50. 

John  W.  Luce  &  Co.,  Boston. 
Home,  Psychological  Principles  of  Education,  $1.75.    The 

Macmillan  Co.,  New  York. 
MacCunn,   The  Making  of  Character,  $1.25.     The  Mac- 
millan Co.,  New  York. 

[8] 


FUNCTION  AND  PROGRAM 

Baldwin,  Development  and  Evolution^  $2.60.  The  Mae- 
millan  Co.,  New  York. 

Kirkpatrick,  Fundamentals  of  Child  Study,  $1.25.  The 
Macmillan  Co.,  New  York. 

Thomson,  Heredity,  $3.50.  G.  P.  Putnam's  Sons,  New 
York. 

Seashore,  Psychology  in  Daily  Life,  $1.50.  D.  Appleton 
&  Co.,  New  York. 

Coulter  and  others.  Heredity  and  Eugenics,  $2.50.  Uni- 
versity of  Chicago  Press,  Chicago. 

Galloway,  The  Principles  of  Religious  Development,  $3.00. 
The  Macmillan  Co.,  New  York. 

Bagley,  The  Educative  Process,  $1.25.  The  Macmillan 
Co.,  New  York. 

Hartshorne,  Worship  in  the  Sunday  School,  $1.25. 
Teachers'    College,    Columbia   University,   New   York. 

Coe,  Education  in  Religion  and  Morals,  $1.35.  Fleming 
H.  Revell  Co.,  New  York. 

Coe,  The  Spiritual  Life,  $1.00.  Fleming  H.  Revell  Co., 
New  York. 

Starbuck,  The  Psychology  of  Religion,  $1.50.  Charles 
Scribner's  Sons,  New  York. 

King,  Education  for  Social  Efficieticy,  $1.50.  D.  Apple- 
ton  &  Co.,  New  York. 

Starbuck,  ^^Hopeful  Lines  of  Development  of  the  Psychol- 
ogy of  Religion,"  in  Religious  Education,  Vol.  8, 
pp.  426-429,  December,  1913. 

Athearn,  "Contribution  of  General  Psychology  and 
Pedagogy  to  Religious  Education,"  in  the  Sunday 
School  Encyclopaedia.  Thomas  Nelson  and  Sons,  New 
York. 

Bushnell,  Christian  Nurture,  $1.25.  Charles  Scribner's 
Sons,  New  York. 

Coe,  "The  Origin  and  Nature  of  Children's  Faith  in  God," 
in  American  Journal  of  Theology,  Vol.  xviii,  pp.  169-190, 
April,  1914. 


[0] 


CHAPTEE  II 

THE  NEED  OF  CORRELATING  THE 

EDUCATIONAL  AGENCIES  OF 

THE  CHURCH^ 

In  order  to  know  whether  closer  adjustment 
is  needed  between  the  Sunday  school  and  the 

The    Present    ^^^'^^^^  JOUUg  pCOplc^S   SOClctieS   of 

Condition  of      the  local  church,  there  should  be  an 

the    Church's  •         <  •  f.  •    j  • 

Educational  exammatiou  oi  existing  organiza- 
tions with  reference  to  their  pur- 
pose, methods  and  condition.  One  of  the  most 
fruitful  sources  for  such  investigation  is 
through  questioning  a  number  of  representa- 
tive churches,  as  it  is  assumed  that  other 
churches  would  reveal  approximately  the 
same  conditions.  For  this  purpose,  a  ques- 
tionnaire was  sent  to  the  pastors  of  one 
hundred  churches.  The  list  was  confined 
to  churches  within  the  Missouri  Valley, 
in  order  that  climatic  and  other  general 
conditions  might  be  similar.  Ten  different 
Protestant  denominations  were  represented  in 
the  list,  in  order  that  all  methods  of  organiza- 
tion might  be  included.  Churches  were  selected 
which  ranged  in  membership  from  twenty-six 

'  An  extract  from  an  unpublished  thesis  prepared  under  the 
author's  direction  by  Mr.  Roy  L.  Thorp,  B.D.,  a  graduate 
student  in  religious  education. 

[10] 


CORRELATION  OF  AGENCIES 

to  two  thousand  seven  hundred  and  ninety-one, 
or  about  two  hundred  and  fifty  members  on  the 
average,  and  were  located  in  the  country,  in  vil- 
lages of  varying  size,  in  towns  and  in  cities. 
This  was  thought  necessary  in  order  that  the 
needs  of  the  smallest  and  the  methods  of  the 
largest  might  be  known.  One-half  of  the  pas- 
tors replied  by  filling  out  regular  blanks  and 
the  rest  through  personal  interviews.  Some  of 
the  questions  did  not  apply  to  all  the  churches 
and  naturally  some  answers  are  too  indefinite 
to  be  of  any  value.  Conclusions  have  been 
drawn  only  from  definite  answers  given.  The 
following  list  of  questions  was  used : 

1.  What  is  the  membership  of  your  church, 
Sunday  School,  Young  People's  Societies, 
Senior  Endeavor,  Intermediate,  Junior,  Broth- 
erhood, missionary  societies,  prayer  meeting 
and  other  organizations? 

2.  What  is  the  main  purpose  of  each  organ- 
ization in  your  church  scheme,  e.  g.  prayer 
meeting? 

3.  What  has  been  the  success  of  each  organ- 
ization in  attempting  to  realize  that  purpose; 
e.  g.  the  Sunday  school? 

4.  List  the  activities  of  your  organized  Sun- 
day-school classes. 

5.  Do  organized  classes  tend  to  increase  or 
decrease  attendance  and  efi^ectiveness  in  Young 
People's  Societies,  etc.? 

6.  Are  there  instances  where  similar  lines  of 
work  intended  for  the  same  group  of  people 
overlap? 

[11] 


THE  CHURCH  SCHOOL 

7.  What  needed  educational  work  for  any 
age  is  omitted! 

8.  What  plan  of  program  and  library  equip- 
ment have  you  for  your  missionary  societies* 
study? 

9.  Do  3^ou  have  a  system  of  promotion  in 
your  Sunday  school,  Young  People's  Society, 
etc.? 

10.  How  many  take  part  in  prayer  meeting, 
Young  People's  Societies,  etc.? 

11.  What  supervision,  if  any,  has  the  church 
over  its  various  organizations? 

12.  What  system  has  the  church  for  using 
people  trained  in  organizations  ? 

13.  What  plan  and  course  have  you  for 
Teacher  Training? 

14.  Use  the  back  of  this  sheet  to  record  any 
experiment  you  have  made  to  increase  effec- 
tiveness in  any  organization. 

In  response  to  the  first  question,  there  were 
reported  24,827  church  members,  17,100  in  Sun- 
day school,  3,304  in  Young  People's  Societies, 
406  in  Intermediate  societies,  888  in  Junior  so- 
cieties, 969  in  men's  organizations,  3,576  in 
women's  missionarv  societies  and  1,472  in 
prayer  meeting.  There  were  a  few  other 
groups  of  various  kinds,  but  not  enough  to  con- 
sider in  a  general  study.  This  shows  that  the 
enrolment  of  the  Sunday  school  is  68  per  cent 
of  the  membership  of  the  church.  Considering 
the  number  of  children  in  Sunday  school,  this 
means  that  much  less  than  half  of  the  church 's 
constituency  is  receiving  such  vital  training  as 

[12] 


CORRELATION  OF  AGENCIES 

the  Sunday  Bchool  claims  to  give.  Considering 
the  number  of  adults  in  the  school,  it  means 
that  there  are  less  than  one-half  as  many  of  the 
oncoming  generation  in  training  for  the  work 
of  the  church  as  are  now  in  the  church.  Either 
the  church's  membership  will  be  reduced,  or  it 
will  be  made  up  of  a  great  number  who  have 
not  had  the  advantages  of  early  training  for 
Christian  work. 

Compared  with  the  church  membership  the 
Young  People's  Society  has  13.31  per  cent; 
the  Intermediate,  1.63  per  cent;  Juniors, 
3.55  per  cent;  Brotherhoods,  3.89  per  cent; 
missionary  societies,  14.40  per  cent  and 
prayer  meeting,  5.75  per  cent.  All  these  organ- 
izations combined  have  a  membership  of  only 
42.78  per  cent  of  the  church  membership.  In- 
asmuch as  the  same  people  are  in  a  great  num- 
ber of  these  organizations,  it.  is  evident  that  a 
very  small  percentage  of  the  church  member- 
ship is  being  cared  for. 

Each  organization  claims  for  itself  a  great 
field,  but  surely  the  field  is  not  being  cultivated. 
Probably  less  than  one-fourth  of  the  member- 
ship of  the  church  is  definitely  allied  with  some 
organization  aside  from  the  Sunday  school, 
which  seems  by  far  the  strongest  department. 
One  might  say  that  this  percentage  is  unfair,  as 
not  all  the  churches  in  the  list  have  all  the  or- 
ganizations. It  is  true  that  they  do  not,  but  this 
only  indicates  that  a  great  host  in  our  small 
churches  are  not  receiving  what  the  larger  ones 
claim  to  have.    Since  the  combined  membership 

[13] 


THE  CHURCH  SCHOOL 

in  small  churches  probably  exceeds  that  in  the 
larger,  the  defect  of  our  present  system  is  evi- 
dent, for  a  church  of  less  than  two  or  three  hun- 
dred members  cannot  carry  on  all  these  forms 
of  activity  successfully. 

Question  two  revealed  general  conditions 
rather  than  specific  ideas.    Many  of  the  written 

„    T. .  .     answers  on  **the  purpose  of  each 

t.   No    Definite  .        ..        ,,   i     p.    xt.  i.- 

Purpose  for  organizatiou' '  leit  the  question  en- 
tirely blank,  while  others  only 
gave  a  general  purpose  to  include  all.  When 
asked  in  interview  as  to  the  purpose  of  certain 
groups,  such  as  Young  People 's  Societies,  many 
pastors  seemed  dazed  for  a  moment,  and  then 
some  said,  *^Well,  the  same  as  all  Young 
People's  Societies, — ^what  is  that?''  Some 
frankly  admitted  that  they  had  no  definite  pur- 
pose in  mind,  and  others  seemed  to  search  their 
mind  for  what  they  had  read  from  the  founders 
or  promoters  of  such  movements.  No  matter 
in  what  way  they  answered,  only  a  small  per- 
centage of  the  pastors  showed  any  definite  pur- 
pose for  each  organization,  or  that  these  so- 
cieties had  any  definite  aim,  which  they  were 
holding  as  their  goal.  Instead,  pastors  seemed 
to  have  found  them  in  the  churches  they  en- 
tered, and  considered  it  their  duty  to  keep  them 
going,  or  else  they  were  started  because  they 
had  them  in  other  churches.  This  lack  of  defi- 
nite purpose  would  naturally  spell  failure,  even 
if  the  original  aim  of  the  founders  were  the 
highest. 
Answers  as  to  *  *  success ' '  revealed  something 

[14] 


CORRELATION  OF  AGENCIES 

of  the  same  nature.  The  difficulty  is  that  one 
cannot  determine  the  criteria  by  which  success 
has  been  measured.  Where  the  purpose  was  in- 
definite, they  could  not  measure  by  that,  yet 
this  class  reported  the  greatest  success,  even  if 
the  figures  denoted  otherwise,  while  those 
seemingly  more  successful  were  the  most  mod- 
est in  their  statements.  Those  who  realize 
their  problems  are  working  on  them,  realizing 
the  distance  of  their  goal.  More  hopeless  are 
those  who  do  not  realize  their  problems  and  are 
satisfied  with  merely  keeping  up  appearances, 
while  many  indicate  a  spirit  of  self-satisfaction. 

A  great  difficulty  in  our  present  system 
seems  to  be  an  overlapping  of  similar  types  of 

Th  ov  work  designed  for  the  same  group 
lapping  of         of    people.      Thirty-four    churches 

Similar   Work  i      i  i  .  j.       i* 

reported  no  overlappmg,  most  or 
these  being  smaller  churches  where  there  were 
few  organizations.  Fifteen  mentioned  an  over- 
lapping between  Sunday-school  classes  and 
Young  People 's  Societies.  Most  reports  did  not 
show  much  activity  in  organized  Sunday-school 
classes  aside  from  boosting  the  class  enrolment, 
which  would  have  no  effect  on  Young  People 's 
Societies.  If  they  are  carried  on  by  the  plan  of 
the  International  Sunday  School  Association, 
there  must  be  an  overlapping.  The  social  com- 
mittees of  both  are  supposed  to  look  after  the 
social  life  of  the  members.  Each  has  a  mission- 
ary committee  to  interest  the  members  in  mis- 
sions. The  Sunday-school  class  has  a  devo- 
tional committee  corresponding  to  the  prayer 

[15] 


THE  CHUECH  SCHOOL 

meeting  committee  of  the  Young  People's  So- 
ciety, and  class  prayer  meetings  are  urged. 
Other  committees  belong  to  both,  such  as 
flower,  citizenship,  lookout,  etc.  Six  report  a 
decrease  in  effectiveness  while  eleven,  by  divid- 
ing the  work,  felt  that  they  helped  one  another. 

Men's  classes  and  Brotherhoods  have  the 
same  problems,  and  many  have  combined  these 
into  one  organization.  Four  report  the  prayer 
meeting  and  Young  People's  Societies  as  over- 
lapping. This  is  especially  true  in  many  small 
churches  where  the  older  people  take  part  in 
Young  People 's  Societies,  and  the  two  meetings 
are  carried  on  in  precisely  the  same  fashion. 
It  is  also  true  that  few  young  people  attend 
prayer  meeting.  Six  report  an  overlapping  in 
attempts  at  missionary  work  between  societies, 
or  Sundaj^-school  committees  and  societies. 
Nine  others  mention  some  form  of  overlapping. 

Even  this  does  not  tell  the  whole  story,  for 
there  is  a  great  drain  on  a  few  people  for  dif- 

Th  F  ith-  ^^^^^^  sorts  of  work.  Eight  volun- 
fui  Few  Over-  tcercd  tho  statement  that  a  few  are 
in  all  organizations.  One  said, 
*^The  prayer  meeting  attendants  are  the  best 
all-round  church  workers."  The  question  is, 
whether  they  are  the  best  all-round  church 
workers  because  they  attend  prayer  meeting, 
or  vice  versa.  The  faithful  feel  that  it  is  their 
duty  to  attend  all  meetings,  and  indeed  their 
presence  is  necessary.  Imagine  the  Sunday 
schedule  of  one  who  teaches  a  Sunday-school 
class,  attends  morning  church  service,  superin- 

[16] 


COERELATION  OF  AGENCIES 

tends  the  Juniors,  helps  with  the  Intermediates, 
attends  Teacher-Training  Class,  Senior  En- 
deavor and  evening  service.  Such  is  known  to 
be  the  case  with  some,  and  many  lack  only  one 
or  two  of  these  services.  Add  to  this  one's 
Sunday  work  and  is  it  any  wonder  that  many 
break  down  under  such  a  strain? 

In  comparison  with  these  people,  note  the 
modern  pastor,  especially  in  the  smaller 
churches.  He  is  expected  to  be  present  at  and 
give  life  to  nearly  all  meetings.  One  leading 
pastor  said,  * '  The  modern  pastor  is  expected  to 
be  a  machinist  instead  of  a  preacher.  It  takes 
all  his  time  to  oil  the  machine  and  nurse  infant 
organizations.'*  It  is  often  true  that  only 
through  the  pastor's  attention  and  assistance 
some  organizations  keep  alive.  Such  being  the 
case,  his  study  must  be  neglected  and  he  cannot 
constantly  give  a  masterly  message,  for  the 
wider  a  thing  is  spread  out,  the  less  the  depth 
in  any  one  place. 

Another  serious  handicap  in  our  present  sys- 
tem seems  to  be  that  a  great  amount  of  needed 

»r  u  *T  J   educational  work  is  omitted.    Here 

S.  Much    Need- 

work^omitt"d^  again  we  cannot  expect  our  an- 
swers to  reveal  all  needs,  for  the 
pastor  who  realizes  such  needs  will  be  supply- 
ing them  as  fast  as  possible.  Yet  there  were 
only  six  who  said  no  additional  work  was 
needed,  while  sixteen  mentioned  missionary 
education.  The  bulk  of  this  work  is  being  at- 
tempted through  women's  societies.  Their  suc- 
cess  must   be   limited,    since    only    seventeen 

[17] 


,THE  CHURCH  SCHOOL 

report  any  missionary  libraries  whatever,  and 
twenty-three  having  societies  stated  that  they 
had  no  library.  It  seems  strange,  also,  that 
there  is  no  such  work  attempted  for  men.  If 
there  be  such,  it  is  a  rare  exception.  This  puts 
intelligent  giving  to  missions  on  a  cheapened 
basis,  for  men,  who  are  used  to  dealing  in  hun- 
dreds of  dollars  and  on  whom  the  major  sup- 
port of  all  church  enterprises  rests,  are  left 
uninformed,  excepting  from  an  occasional  mis- 
sionary sermon. 

Six  wanted  something  such  as  an  Intermedi- 
ate Young  People's  Society,  six  wanted  Junior 
Societies  and  one  wanted  something  for  the 
motor  side  of  all  below  the  Senior.  Since  only 
1.63  per  cent  and  3.55  per  cent  respectively  of 
the  church  membership  are  being  taken  care  of 
in  any  expressional  life,  it  seems  that  much  is 
needed  in  Young  People's  Societies,  or  some- 
thing that  will  take  care  of  this  vital  side  of 
human  nature.  Nine  expressed  a  need  of 
Teacher  Training,  and  we  find  that  only  thirty- 
three  of  the  one  hundred  churches  mention  any 
provision  for  this  need.  Eight  felt  that  the 
young  people  were  not  given  the  right  sort  of 
work  to  line  them  up  for  the  church.  Three  ex- 
pressed the  same  need  for  young  men  and  four 
for  the  older  men.  It  is  a  great  problem  to  get 
everyone  into  some  definite  church  work,  yet 
one  of  the  most  important.  Sixty-five  churches 
report  that  they  have  no  system  for  this.  Many 
societies  claim  to  train  for  service,  and  yet 
when  they  are  through  training  no  task  is  given 

[18] 


CORRELATION  OF  AGENCIES 

them.  One  church  assigns  visiting,  one  has  its 
young  people  run  a  mission  Sunday  school,  and 
three  have  their  membership  divided  into 
neighborhood  companies  with  workers  in  each 
company. 

Thirteen  others  expressed  various  desires 
such  as  education  for  social  service,  sex  educa- 
tion, library  equipment,  church  history,  church 
management,  boys'  clul)  and  Christian  giving. 
Seven  were  modest  enough  to  say  they  needed 
everything,  or,  as  one  said,  **much  every  way.^' 
Nineteen  others  spoke  of  efficiency  in  existing 
organizations  as  the  most  needed  thing.  Prob- 
ably nearly  all  these  expressions  of  need  might 
be  applied  to  a  large  percentage  of  churches, 
which  are  entirely  wanting  in  any  degree  of 
efficiency. 

It  is  probable  that  if  we  were  to  test  the  at- 
tempts that  are  being  made  by  a  high  standard 
of  efficiency,  even  the  aforesaid  would  be  a  mod- 
est statement.  Present  weakness  is  not  exag- 
gerated by  these  statements,  for  pastors  will 
not  overstate  this  side  of  their  work.  This  in- 
dicates that  the  problem  of  religious  education 
is  far  from  solved,  and  makes  us  wonder  that 
the  church  has  accomplished  so  much. 

The  weaknesses  named  above  are  not  so  dif- 
ficult to  understand  when  we  note  the  lack  of 
6.  The  Lack  of  supervislou  reported.  Especially 
Supervision        jg  ^j^^g  j^^^q  ^f  overlapping  in  one 

place  and  omission  of  needed  work  in  another. 
Thirty-nine  said  their  church  had  no  super- 
vision  of  organization,   and  nineteen   others 

[19] 


THE  CHURCH  SCHOOL 

made  no  report  of  any.  Six  mentioned  no 
supervision  but  the  pastor  *s.  Seven  churches 
of  the  Methodists  and  United  Brethren  report 
supervision  by  a  Quarterly  Conference.  This 
gives  an  opportunity  for  conference  on  the 
work  of  various  departments  and  is  better  than 
no  such  communication,  yet  this  plan  seems  to 
approve  rather  than  direct  the  order  of  work- 
ing and  the  choice  of  the  leaders  in  various  de- 
partments. Five  Presbyterian  and  United 
Presbyterian  churches  report  supervision  by  a 
Session  made  up  of  church  and  department  of- 
ficers. One  pastor  said  this  was  only  nominal 
supervision,  checking  a  bad  move  rather  than 
originating  and  promoting  a  good  one.  Three 
churches  elect  their  Sunday-school  officers  and 
four  others  nominate  them,  but  other  organiza- 
tions seem  to  be  independent.  One  church 
board  elects  the  Sunday-school  superintendent ; 
another  has  a  Sunday-school  board  meet  with 
them,  and  one  board  has  a  representative  from 
each  organization.  Two  churches  approve  all 
officers  and  two  require  reports.  One  board  has 
a  Sunday-school  Committee ;  two  churches  elect 
all  officers,  and  one  of  these  operates  all  so- 
cieties, having  only  one  treasury  for  the 
church. 

These  conditions  indicate  a  lack  of  correla- 
tion of  church  agencies.  "With  few  exceptions, 
7.  The  Lack  of  organizatious  seem  to  have  sprung 
Correlation  ^p  ^Jiere  a  nccd  of  them  was  felt 
and  there  were  a  few  people  to  promote  them, 
without  having  any  relation  to  other  organiza- 

[20] 


CORRELATION  OF  AGENCIES 

tions  or  to  the  church.  Many  independent  or- 
ganizations are  simply  permitted  to  use  the 
same  building.  They  all  have  a  supposed 
Christian  purpose,  and  have  many  of  the  same 
people  in  them.  Should  a  certain  lodge  room  be 
used  by  three  lodges  having  many  of  the  same 
members,  the  same  secretary  and  about  the 
same  purpose,  they  would  not  be  all  parts  of 
the  same  organization,  neither  are  such  inde- 
pendent societies  parts  of  the  church. 

This  multiplicity  not  only  causes  overlapping 
in  some  cases,  but  also  often  hinders  efficiency 
in  all.  Each  organization  must  have  certain 
equipment  and  funds  to  work  with,  but  with 
many  making  the  same  demand,  each  one  is  lim- 
ited and  the  church  itself  is  handicapped  in  its 
efforts.  One  elder  said,  **We  don't  seem  to  be 
getting  anywhere,  each  organization  seems  to 
be  doing  pretty  well,  but  we  don't  pull  to- 
gether.'* This  is  too  often  true,  and  many 
people  never  really  belong  to  the  church,  for  all 
their  activity  has  been  in  the  name  of  some 
society. 

Another  evident  lack  of  correlation  is  the  ab- 
sence of  promotions.  Fifty-two  churches  re- 
ported no  system  of  promotion  in 
sence  of  Pro-    tho   Suuday   school ;   thirty  had   a 

motions  •■  •  .  •  i  i~v  . . 

regTilar  system  with  a  Promotion 
Day,  and  three  promoted  in  some  departments. 
Worse,  though,  is  the  condition  in  Young 
People's  Societies.  Many  have  societies  for 
the  various  ages,  yet  have  no  way  of  getting 
members  from  one  to  another,  or  of  graduating 

[21] 


THE  CHURCH  SCHOOL 

them  from  the  Senior  society.  Forty-six  re- 
ported no  promotion;  ^Ye  had  a  system,  and 
two  an  age  limit  for  the  Senior  society,  and  two 
had  promotions  from  the  Junior  society  only. 
It  is  evident  that  in  most  churches  people 
simply  have  to  feel  that  it  is  time  for  them  to 
quit  a  given  organization;  however,  some  feel 
that  it  is  time  to  quit  before  it  really  is  and 
others  never  feel  that  they  should  move  on.  It 
is  also  true  that  if  not  solicited,  and,  even  then, 
many  may  not  join  the  organizations  for  their 
age,  whereas  they  should  never  be  permitted  to 
consider  themselves  as  anything  other  than 
members. 

Our  present  system  may  be  summarized  by 

saying  that  only  a  small  percentage   of  the 

church's  membership  is  now  receiv- 

9.  Summary  .  t  •     •  •     • 

mg  any  religious  training  whatso- 
ever in  existing  organizations,  and  that  such 
work  as  is  given  is  inadequate.  A  definite 
purpose  is  not  held  before  these  organiza- 
tions, hence  few  realize  their  problem  and 
the  distance  of  their  goal.  There  is  a  great 
amount  of  overlapping  of  similar  work  for  the 
same  people  with  a  gTeat  drain  on  members 
and  pastor,  and  corresponding  to  this,  the 
church  omits  an  endless  amount  of  needed  edu- 
cational work  which  is  necessary  to  develop 
Christian  character  in  all  men.  These  weak- 
nesses are  largely  accounted  for  by  the  fact 
that  all  organizations  are  independent,  having 
no  central,  intelligent  system  defining  what 
part  of  one  great  purpose  each  is  to  aocom- 

[22] 


CORRELATION  OF  AGENCIES 

plish,  and  seeing  that  each  need  is  supplied  as 
far  as  possible. 

BIBLIOGRAPHY 

1.  Correlation  of  Educational.  Agencies  of 

THE  Church 

Bitting,  "The  Coordination  of  Religious  Agencies,"  Aims 
of  Religious  Education,  p.  96  ff. 

Fergusson,  "Adult  Religious  Education  in  the  Local 
Church/'  Sunday  School  Journal,  August  and  Septem- 
ber, 1912. 

Mead,  Modern  Methods  in  Church  Work;  *50c.  George 
H.  Doran  Co.,  Chapter  42. 

R.  E.  A.  Commission  Report,  "Correlation  of  Educational 
Agencies  of  the  Local  Church,"  Religious  Education, 
April,  1913. 

Northwestern  Baptist  Convention,  "Correlation  of  Edu- 
cational Agencies  of  the  Local  Church,"  Reports,  1912 
and  1913. 

2.  Agencies  of  Religious  Education 

Religious  Education  Association,  Proceedings  of  the 
Annual  Conventions;  5  vols..  Religious  Education  Asso- 
ciation, Chicago. 

Religious  Education,  a  bi-monthly  magazine  devoted  to 
religious  education;  Religious  Education  Association, 
Chicago. 

International  Sunday  School  Association:  Proceedings  of 
International  Conventions,  International  Sunday  School 
Association,  Chicago. 

The  Public  Schools:  See  "Bibliography  on  the  Bible  and 
Public  Education,"  Religious  Education,  Yol.  6,  pp. 
590-595,  February,  1912. 

3.  Men's  Organizations 

Patterson,  Modern  Church  Brotherhoods,  *$1.00.  Fleming 
H.  Revell  Co.,  New  York. 

[23] 


THE  CHURCH  SCHOOL 

Cressey,  The  Church  and  Young  Men,  $1.25.  Fleming  H. 
Revell  Co.,  New  York.     Chapter  6,  pp.  11-30. 

Baptist  Brotherhood,  "The  Baptists  and  Religious  Educa- 
tion," Aims  of  Beligious  Education,  p.  188. 

Main,  "The  Modern  Man  and  Religious  Education," 
Religious  Education,  vol.  4,  p.  478-84,  December,  1909. 

Parker,  "A  Function  of  the  Brotherhood,"  Materials  of 
Religious  Education,  p.  485. 

4.  Young  People's  Societies 

Cressey,  The  Church  and  Young  Men,  p.  85  ff. 

Pounds,  Junior  Christian  Endeavor  Manual;  Christian 
Board  of  Publications,  St.  Louis,  Mo. 

Price,  Epworth  League  Workers,  60c.  Methodist  Book 
Concern,  New  York. 

Clark,  "A  Quarter-Century  of  Christian  Endeavor," 
Outlook,  vol.  82,  p.  80  ff. 

Willett,  "Religious  Education  in  Young  People's  So- 
cieties," Religious  Education,  vol.  6,  p.  452-3,  December, 
1911. 

Forbush,  "The  Conditions  and  Needs  of  Young  People's 
Societies,"  The  Bible  in  Practical  Life,  p.  379  ft. 

Wells,  "The  Relation  of  Young  People's  Societies  to 
Other  Departments  of  the  Church,"  The  Bible  in  Prac- 
tical Life,  p.  367  ff. 

Wells,  Chamberlain,  Robinson,  "Some  Fundamental 
Characteristics  of  the  Ideal  Religious  Society  for 
Young  People,"  Materials  of  Religious  Education,  p. 
248  ff. 

Taylor,  "What  the  Missionary  Societies  Are  Doing  to 
Interest  the  Young  People  in  Missions,"  Aims  of  Re- 
ligious Education,  p.  318  ff. 

5.  Boys'  Organizations 

Cope,  Efficiency  in  the  Sunday  School,  *$1.00.    George  H. 

Doran  Co.,  New  York.     Chapter  14. 
Gilkey  and  others.  Boy's  Work  Message,  $1.00.     AssociS' 

tion  Press,  New  York. 

[24] 


COREELATION  OF  AGENCIES 

Bartlett,  "The  Test  of  Success  in  Church  Boys'  School," 
The  Bible  in  Practical  Life,  p.  388  ff. 

Fennell,  "Character  Making  Elements  in  Young  Men's 
Bible  Classes,"  The  Bible  in  Practical  Life,  p.  395  ff. 

Gilkey,  "What  Can  the  Church  Do  in  the  Field  of  Work 
with  Boys?  Beligious  Education,  vol.  7,  p.  217-22,  June, 
1912. 

Gates,  "Histoiy,  Scope,  and  Success  of  Organizations  for 
Boys  and  Girls,"  Beligious  Education,  vol.  7,  p.  223- 
235,  June,  1912. 

Crosby,  "Boy  Scouts  and  the  Sunday  School,"  Religious 
Education,  vol.  7,  p.  235-242,  June,  1912. 

Baldwin,  "Boys  of  the  High  School  Age,"  Beligious  Edu- 
cation, vol.  8,  April,  1913. 

Houston,  "Federating  Church  Work  for  Boys  in  Large 
Cities,"  Aims  of  Beligious  Education,    p.  445  ff. 

Aims  of  Beligious  Education,  *$1.00.  Religious  Educa- 
tion Association,  Chicago. 

Materials  of  Beligious  Education,  *$1.00.  Religious  Edu- 
cation Association,  Chicago. 

The  Bible  in  Practical  Life,  *$1.00.  Religious  Education 
Association,  Chicago. 


[25] 


CHAPTER  in 
ORGANIZATION 

1.  Geneeal  Obganization 

Modified  to  suit  local  conditions,  the  follow- 
ing will  constitute  the  general  organization  of 
the  church  school: 

This  committee  should  consist  of  three,  five 

or  seven  members.     Persons  definitely  inter- 

.     ,    ested    in    religious    education    and 

a.  Educational      ,  .  .  i  i-  -i     i        • 

Committee  of  Jiavmg  superior  educational  train- 
ing should  be  selected  for  this  com- 
mittee. When  possible,  professional  educators 
should  be  given  places  on  this  committee.  The 
pastor  of  the  church  should  be  a  member  of  this 
committee  ex  officio. 

The  Educational  Committee  should  be  one  of 
the  regular  standing  committees  of  the  church. 
It  should  sustain  the  same  relationship  to  the 
church  school  that  a  school  board  sustains  to  a 
system  of  public  schools. 

Among  the  duties  of  this  committee,  the  fol- 
lo^ving  may  be  enumerated: 

To  study  the  educational  problems  of  the  lo- 
cal church,  including  all  organizations  and  all 
classes  of  members. 

To  adopt  curricula,  textbooks  and  general 
rules  and  regulations  for  all  educational  activ- 
ities of  the  church. 

[26] 


ORGANIZATION 

To  select  teachers  and  officers  for  all  the  edu- 
cational agencies  of  the  church. 

To  supervise  the  educational  work  under  its 
jurisdiction  in  order  that  it  may  know  that  its 
plans  are  being  faithfully  carried  out. 

To  remove  or  transfer  teachers  or  officers  at 
its  pleasure  in  the  interest  of  efficient  adminis- 
tration. 

To  recommend  to  the  church  board,  at  any 
regular  meeting,  the  modification,  consolida- 
tion or  disbanding  of  any  organization  or  or- 
ganizations within  the  church,  when  such 
changes  would  enhance  the  work  of  religious 
education. 

To  sit  in  council  with  other  committees  of 
the  church  and  with  other  committees  of  a  simi- 
lar character  and  to  report  back  to  the  church 
such  measures  as  seem  to  it  commendable. 

To  establish  close  relations  with  denomina- 
tional and  interdenominational  agencies  of  re- 
ligious education,  so  as  to  give  the  local  school 
immediate  advantage  of  new  material  and  new 
methods. 

To  be  the  medium  of  communication  between 
the  societies  under  its  supervision  and  all  dis- 
trict, state  or  national  organizations  of  said 
societies. 

To  make  a  survey  of  the  educational,  social 
and  industrial  environment  of  each  child  in  the 
church  school  and  suggest  such  remedies  for 
unwholesome  conditions  as  may  be  possible 
through  education  and  through  church  leader- 
ship. 

[27] 


THE  CHUECH  SCHOOL 

To  help  coordinate  the  plans  of  all  the  organ- 
izations of  the  church,  in  order  to  avoid  dupli- 
cation of  effort  and  prevent  the  neglect  of  any 
phases  of  training  essential  to  the  best  inter- 
ests of  the  church. 

To  call  to  their  assistance  experts  in  re- 
ligious education  and  so  to  inform  themselves 
on  the  various  problems  which  arise  that  they 
may  lead  the  local  church  into  broad  and  pro' 
gressive  lines  of  instruction  and  give  each  child 
of  the  community  and  each  member  of  the 
church  the  largest  opportunity  for  religious 
growth. 

This  officer  should  be  the  executive  agent  of 
the  Educational  Committee  of  the  church.  He 
should  be  a  trained  educational  ex- 
Reiigious  pert.    He  will  have  general  charge 

of  the  church  school.  As  general 
superintendent  of  the  church  school  he  will  rec- 
ommend teachers  and  officers  to  the  Educa- 
tional Committee,  supervise  and  direct  the 
work  of  all  departments  of  the  school  and  train 
the  teachers. 

Many  churches  are  now  able  to  employ  a 
trained  director  of  religious  education,  who 
would  give  his  whole  time  to  the  problems  of 
religious  education,  becoming,  not  an  assist- 
ant pastor,  but  the  teaching  pastor  of  the 
church. 

Institutions  of  higher  learning  are  establish- 
ing departments  of  religious  education  for  the 
training  of  experts  in  religious  education,  and 
it  is  higlily  desirable  that  the   output  from 

[28] 


ORGANIZATION 

Buch  courses  of  instruction  be  put  immediately 
into  active  service  in  the  churches  of  the 
country/ 

Not  every  one  who  knows  the  Bible  can  direct 
the  religious  training  of  a  church,  and  not  every 
preacher  or  seminary  student  is  competent  to 
minister  to  the  educational  needs  of  the  chil- 
dren of  the  church.  In  this  connection  it  needs 
also  to  be  said  that  not  every  man  who  loves 
children  and  can  lead  a  group  of  boys  on  a 
** cross-country  run'*  is  competent  to  direct  the 
educational  affairs  of  a  local  church.  Besides 
religious  interest,  and  an  aptitude  for  handling 
young  people,  there  must  be  technical,  profes- 
sional training.  The  Educational  Committee 
should  use  the  same  care  in  selecting  a  director 
of  religious  education  that  a  school  board  would 
use  in  selecting  a  city  superintendent  of  schools 
or  a  high-school  or  ward  principal. 

Smaller  churches,  not  able  to  employ  both  a 
preaching  pastor  and  a  director  of  religious  ed- 
ucation, must  select  for  their  pastor  a  man  who 
has  purstied  courses  in  religious  education  in 
the  seminary  and  who  is  competent  to  superin- 
tend the  church  school  and  train  its  teachers, 
and  they  should  insist  that  this  man  become  the 
pastor  of  the  church  school  as  well  as  the  pas- 
tor of  the  adult  portion  of  the  congregation.  It 
behooves  the  smaller  churches  to  inquire  defi- 
nitely into  the  educational  preparation  of  the 

*  Churches  interested  are  referred  to  the  August,  1913,  issue 
of  Beligious  Education  for  a  detailed  statement  of  the  work 
of  a  Director  of  Keligious  Education. 

[29] 


THE  CHURCH  SCHOOL 

men  called  into  their  service  in  the  combined 
capacity  of  preachers  and  teachers. 

Pending  the  time  when  a  trained  educator 
can  be  employed  to  direct  the  church  school 
there  should  be  selected  for  this  position  the 
very  best  person  in  the  entire  community.  A 
professional  educator  is  to  be  preferred  for 
this  position.  When  a  superintendent  is  once 
selected  he  should  be  given  the  support  and 
counsel  of  the  Educational  Committee  and  a 
library  of  up-to-date  books  on  modern  methods 
of  religious  education  should  be  placed  at  his 
disposal.  He  should  also  be  sent  to  conven- 
tions and  special  schools  of  methods  at  the  ex- 
pense of  the  local  church.  The  church  should 
place  a  premium  on  his  efforts  to  inform  him- 
self, and  cooperate  in  every  way  in  bringing 
into  the  community  new  and  improved  methods 
of  work.  By  making  the  church  school  his 
hobby,  and  giving  it  time  and  energy,  a  tactful, 
well-informed  member  of  the  church  may  be- 
come an  efficient  leader  of  the  local  church 
school.  It  must  be  remembered,  however,  that 
time,  energy  and  hard  study  are  necessary  ele- 
ments in  the  preparation  of  the  one  who  is  to 
become  an  effective  leader  of  any  phase  of  re- 
ligious education.  Trained  leadership  is  neces- 
sary to  the  success  of  the  church  school,  and  the 
local  church  must  find  such  leadership  at  home 
or  import  it  from  the  colleges  and  seminaries. 

The  Director  of  Religious  Education  may  or 

c.  Platform  ^^7  ^^^  ^^  ^^^  platform  superin- 
superintendent    teudeut.    It  is  usually  best  to  select 

[30] 


ORGANIZATION 

for  this  position  a  man  whose  personal  presence 
and  educational  qualities  fit  him  especially  for 
the  work  of  a  presiding  officer. 

This  officer  should  keep  the  financial  record 
of  the  school  and  deposit  all  money  received 
d.  Financial  ffom  all  societlcs  under  the  direc- 
secretary  ^[qj^  ^f  i]^q  Educatioual  Committee 

with  the  treasurer  of  the  church.  This  money 
should  be  paid  out  upon  the  order  of  the  church 
board,  and  all  expenses  of  the  church  school 
should  be  paid  through  the  church  treasurer 
from  the  regular  budget  of  the  church. 

It  is  important  that  a  consistent  classifica- 
tion of  pupils  be  maintained  in  both  the 
instructional  and  expressional 
ent  of  ciassifi-  departments  of  the  school.  The 
superintendent  of  classification 
should  be  a  person  familiar  with  the  graded 
school  system,  and  if  possible  a  professional 
educator.  This  officer  should  become  an  au- 
thority on  the  graded  curriculum. 

£.  Secretary  These  officers  wiU  keep  the  usual 

and  Assistants  pecords  of  classes,  departments 
and  societies. 

This  council  should  be  composed  of  the  fol- 
lowing persons : 

5.  Educational  W  Educatioual  Committee  of 
Council  i^Q  church. 

(2)  General  officers  of  the  church  school. 

(3)  Officers  of  all  societies  under  the  direc- 
tion of  the  Educational  Committee. 

(4)  Teachers  of  all  departments. 

[31] 


THE  CHURCH  SCHOOL 

(5)  Two  representatives  from  each  organ- 
ized class  in  the  school. 

(6)  Two  representatives  from  each  society, 
club  or  guild  under  the  direction  of  the  Educa- 
tional Committee. 

This  is  to  be  the  democratic  body  of  the 
school.  The  council  should  meet  three  or  four 
times  a  year  for  free  and  informal  discussion 
of  the  problems  of  the  school.  It  is  purely  an 
advisory  body.  Through  it  the  Educational 
Committee  can  popularize  its  policies,  and  from 
it  may  be  secured  valuable  suggestions  on  or- 
ganization, administration,  etc. 

In  addition  to  the  above-named  officers  there 
will  be  the  librarian,  organist,  chorister,  ush- 

h.  Other  ^^^y  ^^^' 

Officers  rj^Y^Q    dcmauds     of    the    depart- 

m^ental  church  school  are  such  that  the 
librarian  is  one  of  the  most  influential  officers 
in  the  organization.  This  officer  must  be  thor- 
oughly familiar  with  the  graded  curriculum, 
and  thoroughly  informed  concerning  methods 
and  material  for  the  pupils  and  teachers  of  all 
grades.  The  book  lists  given  in  this  volume 
will  indicate  the  scope  of  the  librarian's  task. 

Music  leaders  must  also  be  skilled  artists 
who  appreciate  the  place  of  music  in  a  program 
of  worship.  There  is  too  much  truth  in  the 
statement  that  children  reared  in  homes  of 
culture  hear  only  *  ^ragtime''  music  when  they 
go  to  Sunday  school.  It  is  the  business  of  the 
music  leaders  to  cultivate  a  taste  for  the  best 
in  music. 

[32] 


ORGANIZATION 

2.  Departmental  Oeganization 

The  International  Sunday  -  School  Associa- 
tion has  adopted  the  following  departmental 

a.  Internation-       P^^n  • 

PiaS'^^""^"*        (1)     Cradle     Roll     Department 
(children  under  four  years  of  age). 

(2)  Beginners^  Department  (children  four 
and  ^ve  years  of  age). 

(3)  Primary  Department  (children  six, 
seven  and  eight  years  of  age). 

(4)  Junior  Department  (children  nine,  ten, 
eleven  and  twelve  years  of  age). 

(5)  Intermediate  Department  (children 
thirteen,  fourteen,  fifteen  and  sixteen  years  of 
age). 

(6)  Senior  Department  (pupils  seventeen, 
eighteen,  nineteen  and  twenty  years  of  age). 

(7)  Adult  Department  (all  persons  over 
twenty  years  of  age). 

(8)  Home  Department  (persons  unable  to 
attend  the  regular  Sunday  sessions  of  the 
school). 

In  this  volume  a  chapter  is  devoted  to  each 
of  these  departments. 

It  is  becoming  increasingly  evident  that  the 
above  schedule  must  soon  be  revised.  In  the  first 
1-  XT  ^  ^         place,  there  should  be  a  complete 

b.  Needed  i  >        ,  •        i  j       i 

Changes  chauge  m  termmology,  to  harmon- 

ize with  the  program  of  the  public 
schools.  There  should  also  be  a  complete  re- 
grouping of  the  adolescent  years  to  harmonize 
more  perfectly  with  the  periods  of  early,  middle 

[33] 


THE  CHURCH  SCHOOL 

and  later  adolescence.  For  example,  the  pres- 
ent plan  groups  young  people  from  sixteen  to 
twenty  years  of  age  in  a  department  for  in- 
struction and  expression.  This  puts  into  one 
group  those  young  people  who  are  in  the  emo- 
tional upheaval  of  middle  adolescence,  and  the 
young  people  from  eighteen  to  twenty  who 
have  passed  over  into  a  more  reflective  stage. 
The  social  and  educational  needs  of  these  two 
groups  are  so  different  that  it  is  impossible  to 
provide  for  both  with  a  single  program. 

In  the  field  of  public  education  there  is  a 
growing  movement  toward  uniting  the  seventh 
and  eighth  grades  with  the  high-school  group. 
It  seems  evident  that  the  twelve  years  of  ado- 
lescence will  soon  be  divided  into  two  periods 
of  six  years  each;  viz.,  twelve  to  eighteen  and 
eighteen  to  twenty-four.  It  will  doubtless  be 
necessary  to  divide  these  into  sub-groups. 
There  is  valid  argument  for  graduating  a  pupil 
from  the  church  school  into  the  church  college 
at  eighteen  years  of  age,  just  when  he  is  being 
graduated  from  the  day  school  into  the  stand- 
ard institutions  of  higher  learning.* 

These  needed  changes  have  been  clearly  in 
mind  in  the  preparation  of  the  chapters  on  de- 
partmental organization. 

*  See  Bibliography,  under  '  *  Eeorganization  of  Secondary 
Education. ' ' 


[34] 


OKGANIZATION 

BIBLIOGEAPHT 

1,  Oegaijiizatioit  of  the  Church  School 

Cope,  The  Modem  Sunday  School  in  Principle  and  Prac- 
tice, $1.00.    Fleming  H.  Revell  Co.,  New  York. 

Cope,  The  Evolution  of  the  Sunday  School,  75c.  Pilgrim 
Press,  Boston. 

Cope,  Efficiency  in  the  Sunday  School,  *$1.00.  George  H. 
Doran  Co.,  New  York. 

Meyer,  The  Graded  Sunday  School  in  Principle  and 
practice;  75c.     Methodist  Book  Concern,  New  York. 

Burton  &  Mathews,  Principles  and  Ideals  for  the  Sunday 
School,  *$1.00.    University  of  Chicago  Press,  Chicago. 

Hurlbut,  Organizing  and  Building  Up  the  Sunday  School, 
*65c.    Methodist  Book  Concern,  New  York. 

Athearn,  "Standardizing  the  Sunday  School,"  Biblical 
World,  May,  1913. 

Fans,  Editor,  The  Sunday  School  at  Work,  $1.25.  Pres- 
byterian Board  of  Publication,  Philadelphia. 

Pease,  Outline  of  a  Bible  School  Curriculum,  $1.50.  Uni- 
versity of  Chicago  Press,  Chicago. 

2.  Books   Relating   to   the   History   of   the 
Graded  Lessons 

Twelfth  International  Sunday  School  Convention  Report, 
International  Sunday  School  Association,  Chicago. 

Meyer,  The  Graded  Sunday  School  in  Principle  and  Prac- 
tice.   Part  2,  Chapters,  9,  10,  11. 

Cope,  The  Evolution  of  the  Sunday  School,  Chapters  9 
and  11. 

Sampey,  The  International  Lesson  System,  $1.25.  Flem- 
ing H.  Revell  Co.,  New  York. 

International  Graded  Course,  Teachers*  Texts. 

Religious  Education,  vol.  3,  pp.  106-108. 

Price,  The  Work  of  the  Lesson  Committee  (pamphlet), 
International  Sunday  School  Association,  Chicago. 

Graded  Text  Books  for  the  Modem  Sunday  School,  an 
annotated  bibliography  issued  by  the  Religious  Educa- 
tion Association,  Chicago   (free). 

[35] 


THE  CHURCH  SCHOOL 

3.  The  Chuech  and  Its  Educational  Task 

Faunce,  Educational  Ideal    in  the    Ministry,  $1.25.     The 

Maemillan  Co.,  New  York. 
Hitchcock,  *'The  Church  as  an  Educator,"  Ai^ns  of  Re- 
ligious Education,  p.  148  E. 
Wood,    McFarland,    Mackenzie,    "The    Churches    Problem 

of  the  Religious  Education  of  Its  People,"  Aims  of  Be- 

ligious  Education,  p.  177  ff. 
Goodsell,   "Educational   Aims   of   the    Church,"    Aims    of 

Religious  Education,  p.  147  f. 
Goodsell,  "The   Signal  Weakness  of  the   Church  and   Its 

Remedy,"  Collier's  Weekly,  vol.  45,  p.  24  ft. 
Crooker,    The    Church  of    To-day,    50c.     Pilgrim    Press, 

Boston,     p.  261. 
Doney,  An  Efficient   Church,  $1.25.     Fleming   H.   Revell 

Co.,  New  York.    Chapters  1,  4, 10. 

4.  Reorganization  of  Secondary  Education 

Boynton,  "A  Six  Year  High  School  Course,"  Educational 
Review,  vol.  20,  pp.  515-19,  December,  1900. 

Brown,  J.  S.,  "Development  of  Secondary  Schools  Ac- 
cording to  the  Proposed  Plan,"  School  Review,  vol.  13, 
pp.  15-18,  January,  1905. 

Brubacher,  "Some  Readjustments  in  Secondary  Educa- 
tion," Education,  vol.  24.  pp.  613-20,  June,  1904. 

De  Garmo,  Principles  of  Secondary  Instruction,  $3.25. 
The  Maemillan  Co.,  New  York. 

Dewey,  "The  High  School  of  the  Future,"  School  Review, 
vol.  11,  p.  1;  also  pp.  17-20,  January,  1903. 

Hanus,  "Six- Year  High-School  Program,"  Educational 
Review,  vol.  25,  pp.  455-63,  May,  1903. 

Harper,  "The  High  School  of  the  Future,"  School  Review, 
vol.  11,  pp.  1-3,  January,  1903. 

Hedgepeth,  "Six  Year  High  School  Plan  at  Goshen, 
Indiana,"  School  Review,  vol.  13,  pp.  19-23,  January, 
1905. 

Liddeke,  "Extension  of  the  High  School  Course,"  School 
Revidw,  vol.  12,  pp.  635-47,  October,  1904. 

[36] 


ORGANIZATION 

Lyttle,  ^'Should  the  Twelve  Year  Course  of  Study  Be 
Equally  Divided  Between  the  Elementary  School  and 
the  Secondary  School?"  Proc.  N.  E.  A.,  1904,  pp.  424 
and  436. 

Lyttle,  et  al.,  "Report  of  the  Committee  on  Six  Year 
Course  of  Study,"  Process  N.  E.  A.,  1908,  p.  625. 

Snedden,  "Six- Year  High-School  Course,"  Educational 
Beview,  vol.  26,  pp.  525-29,  December,  1903. 

Whitney,  "Differentiation  of  Courses  in  the  Seventh  and 
Eighth  Grades,"  Educational  Bevieiv,  vol.  41,  pp.  127-34, 
February,  1911. 

Rugh,  "Reorganization  of  the  Curriculum,"  Religious  Edu- 
cation, vol.  7,  pp.  636-644,  February,  1913. 

Johnston,  High  School  Education,  $1.50.  Charles  Scrib- 
ner's  Sons,  New  York,  Chapter  IV. 

Ruediger,  "Has  the  Dividing  Line  Between  Elementary 
and  Secondary  Education  Been  Drawn  at  the  Proper 
Point?"  Elementary  School-teacher,  vol.  5,  pp.  482-492, 
April,  1905. 


[87] 


CHAPTER  IV 

THE  CRADLE  ROLL  DEPARTMENT 

1.  Scope 
This    department   concerns   itself   with   the 
needs  of  children  under  four  years  of  age. 

2.  Oeganization 

The  officers  of  this  department  should  be  a 
superintendent  and  as  many  helpers  as  may  he 
required.  These  officers  should  comprise  the 
most  refined  and  cultivated  women  in  the 
church.  Besides  the  Christian  graces  and  re- 
fined manners  they  should  possess  tact,  good 
common  sense,  keen  insight  into  life's  prob- 
lems, warm  sympathy  and  deep  spiritual  con- 
secration. Many  churches  will  be  able  to  em- 
ploy a  salaried  deaconess,  or  specially  trained 
worker  for  this  important  service. 

This  department,  as  a  phase  of  the  Home  De- 
partment, is  best  administered  in  connection 
with  that  department. 

3.  The  Cradle  Roll  Child 

Of  the  three-score  and  ten  years  allotted  to 

man,  none  are  more  significant  than  the  first 

three  years.     They  are  years   of 

phyThii^EqS^'  very  rapid  physical  growth.     The 

m.nt  of  a  Baby  ^igsues  of  thc  little  body  drink  nu- 

[38] 


CRADLE  ROLL  DEPARTMENT 

trition  as  the  parched  ground  absorbs  the  sum- 
mer shower.  Poisons  are  absorbed  as  freely  as 
food — the  little  body  as  yet  offers  resistance  to 
no  substance.  The  gastric  juice  is  weak  in  the 
acids  which  serve  to  prevent  the  decomposition 
of  food,  and  solid  food  given  to  infants  often 
decomposes  and  becomes  the  source  of  serious 
intestinal  trouble.  Great  care  must  be  taken  in 
the  feeding  and  nurture  of  children,  and  until 
such  instruction  is  given  in  our  schools  and  col- 
leges the  church  must  assume  the  responsibility 
of  such  training  through  its  Cradle  Roll  De- 
partment. But  the  mind  and  the  body  develop 
together.  From  the  instant  of  its  birth  the 
child  is  forming  both  physical  and  mental  hab- 
its which  enter  into  and  determine  the  charac- 
ter of  the  adult  life. 

The  psycho-physical  equipment  of  the  new- 
born infant  is  as  follows : 

(1)  Reflexes.  The  more  direct  and  simple 
reactions  to  environment.  They  represent 
the  more  simple  adjustments  to  the  more 
fixed  environment,  such  as  digestion,  wink- 
ing, etc. 

(2)  Instincts.  These  are  more  complex  and 
highly  organized  reactions — a  chain  of  reflexes. 
Animal  instincts  represent  well-organized  re- 
actions to  environment,  or  adjustments  to  a 
shifting  environment.  Instincts  are  more  com- 
plex and  more  pliable  than  reflexes.  Compare, 
for  example,  the  hunting  instinct  with  the 
breathing  reflex.  The  child  inherits  a  nervous 
mechanism  which  goes  off  like  an  alarm  clock 

[39] 


THE  CHURCH  SCHOOL 

when  the  proper  stimuli  are  presented.  In- 
stinct may  be  defined  as  ^  inborn  tendencies 
toward  specific  modes  of  behavior. ' ' ' 

The  bee  and  the  fly  have  no  babyhood.  The 
neural  adjustments  are  all  established  at 
birth.  They  cannot  be  educated  because  they 
have  no  period  of  plasticity.  The  pup  has  a 
few  months  of  plasticity  before  the  neural  ad- 
justments '^set"  and  it  becomes  **hard  to 
teach  an  old  dog  new  tricks.''  The  human  in- 
fant has  about  twenty-four  years  of  plas- 
ticity— the  longest  of  all  the  animals — and  for 
this  reason  the  human  being  is  capable  of  the 
greatest  training  and  development.' 

(3)  Impulses.  Impulses  have  been  called 
snubbed  instinct,  or  unraveled  instinct.  They 
are  crude,  uncoordinated  and  not  well  adjusted. 
They  are  the  survival  of  instinct.  Unused,  they 
will  die  out  and  gradually  disappear  from  the 
race;  used,  they  will  ripen  into  habits  which 
will  pass  them  on  to  a  coming  generation  as  its 
instinctive  inheritance.  Examples  of  impulses 
are  reaching,  walking,  prattling,  or,  more  in- 
stinctive, fear  and  anger. 

(4)  Consciousness.  Consciousness,  or  aware- 
ness, appears  and  is  related  to  the  growth  of 
any  activity.  It  is  a  creative  factor  in  growth. 
The  first  manifestation  of  consciousness  is  an 
attempt  to  control  stimuli ;  crying,  sucking,  etc. 
are  merely  direct  responses  to  stimuli.    A  per- 

*  Scares,  Biblical  World,  vol,  43,  p.  195,  March,  1914. 

'  See  Mark,  The  Unfolding  of  Personality  as  the  Chief  Aim 
in  Education. 

[40] 


CRADLE  ROLL  DEPARTMENT 

cept  is  simply  the  conscious  interpretation  of  a 
stimulus  in  terms  of  related  experiences. 

Education  sets  itself  the  task  of  presenting 
a  series  of  selected  stimuli  which  will  produce 
types  of  reaction  which  will  make  habitual  acts 
which  society  has  approved. 

But  the  senses  do  not  aid  each  other  at  first. 
The  nerve  centers  are  not  ripe,  not  ready  to 
function,  and  there  is  no  cross  reference  from 
eye  to  ear,  etc.  The  interaction  of  nerve  cen- 
ters comes  after  some  weeks  and  months  of 
experience. 

As  the  various  nerve  centers  ripen  and  the 
imagination  develops,  the  problem  of  the 
proper  presentation  of  stimuli,  both  objective 
and  through  imagery,  becomes  increasingly 
difficult.  It  cannot  be  deferred  until  the  kin- 
dergarten teacher  takes  the  responsibility. 
The  educative  process  is  on  in  the  nursery 
years  before  the  state  furnishes  a  professional 
teacher,  and  the  parents  must  become  the  first 
teachers  of  their  children. 

A  child  of  eleven  months  of  age  will  recog- 
nize pictures.  What  are  to  be  the  first  pictures 
in  the  nursery?  Long  before  it  can  talk  the 
baby  enjoys  the  harmony  of  sound.  "What  are 
to  be  the  first  tunes  that  play  upon  the  infant 
mind?  By  two  years  of  age  the  average  child 
has  used  five  hundred  different  words.  What 
should  be  the  vocabulary  of  the  home  in  which  a 
human  being  is  ** picking  up'*  a  language! 

Certainly  the  church  should  put  its  most 
skillful  workers   into  that   department  which 


THE  CHUBCH  SCHOOL 

touches  life  in  its  very  budding,  and  creates 
both  soil  and  atmosphere  from  which  and  in 
which  a  child  of  God  is  to  be  reared. 

Spalding  tells  of  a  gosling  reared  in  a  kitchen 
away  from  all  water.    When  some  months  old 

b  TheAtro  h  ^^  ^^^  takcu  to  the  water.  It  re- 
of  Unused  fused  to  go  in  and  when  thrown  in 
scrambled  out  again.  The  instinct 
for  swimming  had  been  entirely  suppressed  by 
disuse. 

In  his  ** Principles  of  Psychology ^^^  James 
shows  how  dogs  lose  their  instinct  for  burying 
bones  w^hen  they  are  brought  up  on  a  hard 
floor.  It  is  said  by  poultry  experts  that  the 
third  generation  of  incubator  chickens  are 
chicken  idiots;  that  is,  they  do  not  have  ordi- 
nary chicken  sense  because  the  instincts  of  the 
normal  chicken  have  been  suppressed  through 
disuse. 

Just  in  so  far  as  morals  and  religion  are  in- 
stinctive will  they  obey  the  laws  of  growth  and 
development  which  govern  other  instincts.  The 
first  cravings  for  sympathy,  the  first  feeling  of 
reverence,  etc.,  must  not  be  allowed  to  die  for 
lack  of  expression.  Fear,  awe,  trust,  wonder, 
curiosity,  sympathy,  etc.,  are  the  roots  from 
which  religion  is  to  grow,  and  the  religious  ed- 
ucator must  not  ignore  the  great  fact  that 
religious  and  moral  growth  depend  upon 
exercise  for  their  development. 

It  were  better  for  parents  that  a  millstone 
were  hanged  about  their  necks  and  they  were 

*  Vol.  2,  p.  399. 

[42] 


CRADLE  ROLL  DEPARTMENT 

cast  into  the  bottom  of  the  sea  than  that  they 
should  murder  a  human  soul  by  inattention  just 
when  it  is  throwing  out  the  first  tendrils  seek- 
ing nurture  for  the  budding  spirit. 

The  religious  teacher  seeks  out  all  the  in- 
stincts, reflexes  and  impulses  that  are  essential 
to  a  well  balanced  Christian  character,  secures 
their  development  into  permanent  life  habits 
and  lets  all  undesirable  instincts  and  impulses 
die  through  disuse. 

4.  The  Educational  Duty  of  the  Home 

The  ideas  most  fundamental  in  moral  and 
religious  growth  are  developed  in  family  life. 
Many  fundamental  reactions  are  established  by 
the  time  the  child  enters  school,  and  they  are 
intensified  by  the  home  influences  throughout 
the  school  life  of  the  child.  Among  the  items 
which  the  home  life  will  determine  are  the  fol- 
lowing : 

Habits  of  industry 

Conceptions  of  God,  duty,  honor,  honesty,  etc. 
Emotional  reactions,  likes  and  dislikes 
Vocabulary,  habits  of  speech,  love  of  books 
and  literary  tasks 

Motor  reactions,  posture,  carriage,  etc. 
Habits  of  cleanliness  and  neatness 
Habits  of  obedience,  accuracy,  promptness 
Habits  of  study,  depending  upon  conversa- 
tion and  occupation  of  the  home 
Standards  of  conduct  and  morals 
The  home  should  not  be  permitted  to  neglect 
these    fundamental     elements     of    character, 

[43] 


THE  CHURCH  SCHOOL 

under  the  delusion  that  the  church  and  the 
school  can  later  make  up  the  deficiency.  It 
should  be  made  clear  that  these  matters  cannot 
be  determined  by  the  school,  for  the  school  gets 
the  child  too  late  in  its  career  and  too  few  hours 
per  day  to  determine  these  early  reactions. 

The  church  must  be  made  to  realize  how  hard 
it  is  to  raise  the  morals  of  a  people  above  the 
level  of  the  homes  in  which  the  people  are 
reared.  The  church  hr„s  no  mere  important 
duty  than  that  of  teaching  the  f-amily  how  to  do 
certain  work  for  itself,  which  it  now  tries  to 
delegate  to  others,  so  that  the  education  of  the 
family  may  be  a  like  preparation  and  supple- 
ment to  the  education  of  the  school  and  the 
church. 

Dr.  Irving  King,  in  an  article  in  Unity, 
August  30,  1906,  says :  *  *  The  whole  problem  is 
not  that  of  telling  children  this  or  that,  but  of 
putting  them  into  situations  which  shall  de- 
mand of  them  certain  types  of  action,  certain 
responses.  How  to  surround  the  child  with  the 
most  healthful  ideals;  to  call  forth  the  best 
motives  and  crowd  into  the  background  the 
lower  ones ;  how  to  utilize  to  the  best  advantage 
the  power  of  example  furnished  by  adults — in 
fine,  how  to  furnish  stimuli  which  will  incite  to 
desirable  activity,  and  avoid  those  which  will 
produce  unfavorable  action.  All  these  must  be 
effectively  illustrated  and  persistently  brought 
home  to  the  parent,  making  clear  to  him,  above 
all,  that  there  is  absolutely  no  substitute  for  it 
in  effective  child  training.*' 

[44] 


CRADLE  ROLL  DEPARTMENT 

Whatever  our  theories  of  the  family  may 
be,  we  must  all  agree  with  MacCunn*  when  he 
says :  *  ^  It  is  not  only  from  the  family  but  with 
the  family  eyes  that  we  all  begin  to  look  out 
upon  the  world.  The  family  plants  the  seeds  of 
the  social  virtues.  For  it  is  the  substantial  nur- 
ture of  the  affections  within  the  home  that  first 
gives  its  members  genuinely  developed  affec- 
tions to  carry  beyond  it. '  *  Dr.  Starbuck  in  his 
** Psychology  of  Religion^'  has  made  it  clear 
that  it  is  to  the  father  and  mother  that  we  must 
look  for  the  ^^all  controlling  external  religious 
influences  of  childhood  and  youth.'*  Dr.  Op- 
penheim  in  his  *  ^  Development  of  the  Child '* 
has  a  chapter  on  *^The  Profession  of  Mater- 
nity/' and  Rishell  in  his  splendid  little  volume 
on  ^^The  Child  as  God's  Child"  pleads  for  the 
establishing  of  the  profession  of  parenthood. 
The  church  must  deliver  its  message  to  child- 
hood through  enlightened  and  consecrated  par- 
ents. There  is  no  better  medium  through  which 
this  message  can  be  delivered  than  the  Cradle 
Roll  Department  of  the  church  school,  which 
is  organized  to  carry  into  the  home  the  two 
great  thoughts  of  the  beauty  of  childhood  and 
the  dignity  and  responsibility  of  parenthood. 

5.    ACTIVETIES 

The  activities  of  the  Cradle  Roll  Department 
center  around  three  functions  which  the  de- 
partment must  perform, 

This   is   the   most   important    duty    of   the 

^Making  of  Character,  p.  84. 

[45] 


THE  CHURCH  SCHOOL 

Cradle  Eoll  Department.  If  parents  can  be 
a.  The  Depart-  Diade  to  See  that  their  baby  is  a 
Dig"nif5^"par.  chlld  of  God,  and  that  they  are  serv- 
Giorrfy*^  chifd-  aiits,  entrusted  with  a  holy  steward- 
hood  giiip — partners    with    God    in    the 

fashioning  of  a  human  being  in  his  image — the 
matters  of  church  attendance,  religious  nur- 
ture, etc.,  will  follow  as  a  matter  of  course. 

Through  literature,  lectures,  child  welfare 
exhibits,  exhibits  of  the  child  in  art,  literature 
and  music,  and  similar  methods,  parenthood 
may  be  exalted  and  childhood  glorified. 

Cradle  Roll  workers  should  seek  to  place  on 
the  wall  of  every  home  in  which  there  are  chil- 
dren a  copy  of  the  Sistine  Madonna,  or  some 
other  masterpiece  of  the  mother  and  the  child, 
and  to  give  to  every  parent  the  interpretation 
of  the  masterpiece,  so  that  it  will  constantly 
teach  its  great  lesson  to  all  within  the  home. 

These  great  pictures  may  be  made  the  sub- 
jects of  lectures  at  parents*  meetings;  the  story 
of  the  picture,  the  conception  of  the  artist,  etc., 
may  be  presented,  the  great  anthems  which  tell 
the  same  story  may  be  sung,  and  classics  in 
poetry  and  prose  voicing  the  same  sentiment 
may  be  read  or  recited. 

Such  a  program  would  be  beautiful  and  dig- 
nified and  still  be  within  the  comprehension  of 
all.  Miniature  prints  could  be  distributed  to  be 
taken  to  the  homes,  and  all  could  be  urged  to 
purchase  good  reprints  to  be  framed  for  a  per- 
manent place  in  the  home.  Frequent  refer- 
ences to  the  Madonnas  will  reinstate  the  im- 

[4a] 


CRADLE  ROLL  DEPARTMENT 

pressions  of  its  great  lessons,  and  soon  there 
will  be  an  ambition  in  every  mother  *s  breast  to 
raise  up  a  son  who  shall  be  the  savior  of  his 
people. 

Beautiful  pictures  of  children,  and  the  music 
and  literature  which  tend  to  create  a  love  for 
children  and  an  appreciation  of  their  place  in 
the  home  and  in  society,  should  be  given  pub- 
licity by  the  Cradle  Roll  Department.  In  short, 
it  is  the  chief  mission  of  the  Cradle  Roll  De- 
partment to  see  that  parenthood  and  childhood 
are  exalted  in  the  midst  of  the  people.  This 
done,  all  else  will  follow ;  this  neglected,  all  else 
will  be  shallow  and  unfruitful. 

(1)  Mothers  should  be  taught  how  to  feed 
and  care  for  their  babies.  Literature  on  health 
b  The  Depart-  ^^^  sauitatiou  cau  be  taken  to  their 
"i.e^t  Must       homes,  non-technical  books  treating 

Give    Needed  '  «    .     «  i  • 

Information  tho  problcms  01  miaucy  can  be  cir- 
culated. The  mothers  of  Cradle  Roll  children 
can  be  assembled  for  lectures  on  children,  given 
by  physicians,  nurses  and  educators. 

Care  must  be  taken  that  no  books  are  circu- 
lated by  the  Cradle  Roll  workers  which  would 
not  be  approved  by  the  best  medical  and  educa- 
tional authorities.  The  church  cannot  afford  to 
popularize  quackery  or  become  the  agent  of 
charlatanism. 

(2)  Parents  may  be  instructed  regarding  the 
literature  and  games  of  the  nursery.  Libra- 
rians, story  tellers,  professional  educators  will 
gladly  give  courses  of  lectures  in  this  very  im- 
portant field. 

[47] 


THE  CHURCH  SCHOOL 

(3)  The  mother  must  be  the  child's  first 
teacher  of  religion,  and  the  Cradle  Roll  worker 
must  see  to  it  that  mothers  are  instructed  so 
that  they  can  intelligently  answer  the  questions 
that  will  be  put  to  them  by  baby  lips.  Such  a 
book  as  Hodge's  '^Teaching  Religion  to  Chil- 
dren" would  form  a  splendid  basis  for  a  course 
of  lessons  on  this  subject. 

The  baby  is  often  the  first  point  of  contact 
between  the  church  and  the  home.  It  is  also 
c.  The  Home  ^^^^  ^^^^  many  homes  already  iden- 
chll-ch'  through  ^ifi^cl  with  the  church  have  their  in- 
the  Baby  tercst  iucrcased   and  vitalized  by 

the  activity  of  the  Cradle  Roll  Department. 

The  following  are  the  usual  steps  which  are 
taken  to  identify  a  new  home  with  the  church. 

(1)  The  Cradle  Roll  worker  calls.  (Has 
seen  the  announcement  of  the  birth  in  the  pa- 
per, learned  of  it  from  the  children  in  the  pri- 
mary department,  etc.) 

(2)  Takes  with  her  some  neighbors  for  the 
second  call,  at  which  time  she  delivers  the 
Cradle  Roll  Certificate,  signed  by  herself  and 
the  pastor.  (Some  information  is  here  given 
about  the  pastor,  his  able  sermons,  etc.) 

(3)  Pastor  calls,  after  being  advised  of  fam- 
ily conditions  by  Cradle  Roll  workers. 

(4)  Father  invited  to  men's  class  or  club  by 
neighbors. 

(5)  Mother  joins  the  circle  of  ** Mothers  of 
Cradle  Roll  Children, ' '  where  she  forms  a  num- 
ber of  new  acquaintances. 

[48] 


CRADLE  BOLL  DEPARTMENT 

(6)  Both  father  and  mother  at  work  in  the 
church. 

By  birthday  remembrances,  Christmas  and 
other  special  day  attentions,  the  Cradle  Roll 
workers  keep  closely  in  touch  with  the  baby 
until  the  beginning  of  the  fourth  year,  at  which 
time  it  is  the  business  of  the  department  to  see 
that  the  child  is  regularly  enrolled  in  the  Begin- 
ners'  Department  of  the  church  school. 

6.  Meetings 

Three  types  of  meetings  will  be  held  by  this 
department. 

Meetings  for  instruction,  lectures  and  class 
a.  Meetings  for  study.  Thcsc  mcctiugs  will  be  held 
Instruction  ^g  frequently  as  possible,  but  only 
when  there  is  a  program  prepared  which  will  be 
vital  and  helpful. 

Social  meetings  held  on  week  days  for  pur- 
fa.  Social  poses  of  promoting  friendship 
Meetings  amoug  thc  young  parents  who  have 
many  common  problems.  The  fathers  as  well 
as  the  mothers  should  be  invited  to  these 
meetings. 

Special  meetings  held  in  connection  with  the 
Beginners^  Department.  A  special  program 
c.  Special  should  be  prepared  for  such  occa- 

Meetings  slous.    TMs  program  should  not  be 

held  oftener  than  once  a  quarter.  Its  purpose 
is  to  familiarize  parents  with  the  work  of  the 
Beginners'  Department  and  introduce  the  new 
babies  to  the  teacher  and  the  class  which  will 
soon  receive  them  into  membership. 

[49] 


THE  CHURCH  SCHOOL 

7.  The  Eelation  of  Cradle  Roll  Childben  to 
THE  Church  School 

The  Cradle  Roll  children  are  not  members  of 
the  church  school  and  no  child  should  be  per- 
mitted to  attend  a  class  in  the  Beginners'  De- 
partment until  he  has  been  regularly  promoted 
out  of  the  Cradle  Roll  into  the  church  school  sd 
four  years  of  age. 

The  Beginners'  Department  is  not  a  nursery 
to  care  for  infants  whose  mothers  wish  to  at- 
tend other  departments  of  the  school.  Neither 
is  it  a  circus  inviting  mothers  and  infants  to 
come  and  be  entertained  each  Sunday.  Mothers 
and  their  babies  should  stay  away  from  the  Be- 
ginners'  Department  and  give  the  teachers  an 
opportunity  to  do  a  definite  bit  of  educational 
work  for  the  children  of  the  department 
without  interruption.  It  is  still  necessary 
to  insist  that  the  church  school  is  for  the 
training  of  children  and  not  for  the  enter- 
tainment of  old  people  at  the  expense  of  their 
babies. 

Mothers  who  are  students  in  other  depart- 
ments of  the  church  school  should  ordinarily 
care  for  their  own  babies,  but  it  may  be  neces- 
sary for  the  school  to  maintain  a  nursery  where 
children  under  four  will  be  cared  for  under  the 
direction  of  the  Cradle  Roll  Department;  but 
the  Beginners'  Department  must  never  be  con- 
verted into  a  nursery.  The  children  of  that  de- 
partment have  rights  which  should  be  re- 
spected. 

[50] 


CRADLE  ROLL  DEPARTMENT 

8.  The    Cradle   Roll   Depaetment   and    the 
Chuech  Nuesery 

There  should  be  maintained  by  the  Cradle 
Roll  Department  a  nursery  in  which  babies 
may  be  cared  for  by  trained  workers,  during  all 
the  services  of  the  church  and  the  church 
school.  Babies  disturbing  the  church  services 
may  be  quietly  taken  to  the  nursery  by  the 
workers  appointed  for  that  purpose  and  the 
mothers  will  be  able  to  enjoy  the  services  feel- 
ing that  the  children  are  being  cared  for  by 
competent  nurses. 

The  nursery  should  not  be  equipped  for  in- 
struction. It  is  a  place  for  play  and  rest.  It 
should  be  equipped  with  cots,  cradles,  toys, 
games,  blocks,  etc.,  and  the  simple  nursery 
remedies  for  emergencies.  One  dollar  sent  to 
the  Ohio  Sanitary  Block  Co.,  Mt.  Sterling, 
Ohio,  will  bring  a  burlap  bag  full  of  assorted 
blocks.  Cobb  and  Cobb,  Busy  Builder's  Booh, 
30  cents,  Ginn  &  Co.,  Boston;  Wells'  Floor 
Games,  $1.00,  Small,  Maynard  &  Co.,  Boston; 
and  Beard  &  Beard,  The  Little  Folks'  Handy 
Book,  *75  cents,  Charles  Scribner's  Sons,  New 
York,  are  admirable  books  for  workers  in  the 
nursery. 

9.  Equipment 

The  Cradle  Roll  Department  should  be 
equipped  with  certificates  of  enrolment,  birth- 
day cards,  invitations  to  special  meetings, 
promotion  certificates,  record  books,  Ma- 
donnas  and   childhood  pictures.   Cradle   Roll 

[61] 


THE  CHURCH  SCHOOL 

boards,  etc.  The  denominational  publishing 
houses  and  the  Sunday-school  supply  houses 
have  prepared  much  material  in  this  line.  It  is 
to  be  hoped  that  the  quality  and  general  char- 
acter of  Cradle  Eoll  material  will  be  speedily 
improved  so  that  nothing  cheap,  undignified  or 
trashy  will  be  associated  with  the  work  of  this 
department. 

CLASSIFIED  BOOK  LISTS  FOR  CRADLE 
ROLL  WORKERS 

1.  Books  on  Health  and  Cabe  of  Children 
Under  Four  Years  of  Age 

Israels,  The  Child,  Metropolitan  Life  Insurance  Company, 
New  York.  Free.  Cradle  Roll  workers  should  secure 
copies  for  distribution.  Scientific  yet  simple  and  non- 
technical. The  chapter  headings  are:  I.  The  Home. 
II,  Preparing  for  the  Baby.  III.  The  Baby  up  to  One 
Year.  IV.  The  Runabout  Baby.  V.  The  Child  of  School 
Age.     VI.  The  Sick  Child.     VII.  Emergencies. 

Kerley,  Short  Talks  with  Young  Mothers,  $1.00.  G.  P. 
Putnam's  Sons,  New  York.  A  very  helpful  book  on  the 
details  of  the  child's  feeding,  clothing,  bathing  and  air- 
ing, and  what  to  do  in  an  emergency. 

Eghian,  The  Mother's  Nursery  Guide,  *$1.00.  G.  P.  Put- 
nam's Sons,  New  York.  This  book  treats  in  a  brief  but 
comprehensive  way  the  care  of  the  baby  in  health  and 
sickness.  The  first  part  is  devoted  to  the  natural  and 
artificial  feeding  of  infants;  the  second,  to  the  most  im- 
portant and  common  diseases  in  infancy  and  early 
childhood. 

Holt,  The  Care  and  Feeding  of  Children,  'TSc.  D. 
Appleton  &  Co.,  New  York.  This  little  manual  is  writ- 
ten in  the  form  of  questions  and  answers  and  has 
largely  to  do  with  the    feeding  of  infants    and  young 

[62] 


CEADLE  ROLL  DEPARTMENT 

children.     This  is  a  simplified  edition    of    Dr.   Holt's 
large  work  on  the  care  and  feeding  of  children. 

MacCarthy,  Mother  and  Child,  **$1.25.  Harper  &  Broth- 
ers, New  York.  A  manual  for  mothers  and  nurses  in- 
cluding hygiene  for  the  prospective  mother  and  prac- 
tical directions  for  the  care  and  feeding  of  children. 
Very  good  from  the  standpoint  of  both  mother  and 
chUd. 

Coolidge,  The  Mother's  Manual,  $1.00.  A.  S.  Barnes  & 
Co.,  New  York.  A  month  by  month  guide.  The  care 
of  the  child  for  the  first  year  is  considered  for  each 
month,  during  the  second  and  third  years,  for  each  half 
year,  and  then  a  chapter  is  given  on  each  year  from  the 
fourth  to  the  seventh. 

Hogan,  How  to  Feed  Children,  $1.00.  J.  B.  Lippincott 
Co.,  Philadelphia.  The  purpose  of  this  book  is  to  offer 
in  practical  form  suggestions  concerning  the  applica- 
tion of  the  principles  of  dietetics  to  feeding  in  the 
nursery  and  throughout  the  period  of  childhood.  The 
chapter  on  the  diet  of  the  school  children  will  be  found 
especially  helpful  to  mothers. 

Coolidge,  First  Aid  in  Nursery  Ailments,  *50c.  Sturgis 
&  Walton,  New  York.  This  little  book  is  for  the  as- 
sistance of  mothers  in  caring  for  their  children  when 
any  of  the  simple  ailments  of  the  nursery  arise;  also 
teaches  how  to  act  in  an  emergency. 

Griffith,  The  Care  of  the  Baby,  $1.50.  W.  B.  Saunders, 
Philadelphia. 

Fischer,  The  Health  Care  of  the  Baby,  75c.  Funk  & 
Wagnalls  Co.,  New  York. 

Brown,  The  Baby,  $1.00.     Whitcomb  &  Barrows,  Boston. 

Starr,  Hygiene  of  the  Nursery,  $1.00.  P.  Blakiston,  Son 
&  Co.,  Philadelphia. 

Chance,  The  Care  of  the  Child,  $1.00.  Penn  Publishing 
Co.,  Philadelphia. 

These  books  are  perfectly  reliable.  They  are 
non-technical  and  therefore  within  the  compre- 
hension of  the  average  mother.    One  or  more  of 

[53] 


THE  CHURCH  SCHOOL 

them  should  be  in  every  home  where  there  are 
small  children. 

2.  Books  and  Chai>teks  on  the  Mental  Life  op 

Children  Under  Four  Years  of  Age 

Kirkpatriek,  Fundamentals  of  Child  Study,  $1.25.  The 
Macmillan  Co.,  New  York.     A  discussion  of  instincts. 

Preyer,  The  Mind  of  the  Child — 2  parts,  each  $1.50.  D. 
Appleton  &  Co.,  New  York. 

Perez,  The  First  Three  Years  of  Childhood,  *$1.50.  C.  W. 
Bardeen,  Syracuse,  New  York. 

Koons,  The  Child's  Beligious  Life,  75c.  Methodist  Book 
Concern,  New  York.  Certain  chapters  deal  with  re- 
ligious instinct,  notably  chapter  2. 

Compayre,  The  Development  of  the  Child  in  Later  In- 
fancy, *$1.20.  D.  Appleton  &  Co.,  New  York.  Es- 
pecially chapter  1  on  Imitation  and  Curiosity. 

Taylor,  The  Study  of  the  Child,  $1.25.  D.  Appleton  & 
Co.,  New  York. 

Weigle,  The  Pupil  and  the  Teacher,  *50c.  George  H. 
Doran  Co.,  New  York.     Chapters  2,  3,  11. 

Mark,  The  Unfolding  of  Personality  as  the  Chief  Aim  tn 
Education,  $1.00.    University  of  Chicago  Press,  Chicago. 

Poulsson,  Love  and  Law  in  Child  Training,  $1.00. 
Milton  Bradley  Co.,  Springfield,  Mass. 

Tyler,  Growth  and  Education,  $1.50.  Houghton,  Mifflin 
Co.,  Boston.     Chapter  9. 

3.  Books  to  be  Eead  to  Children  Under  Four 

Years  of  Age 

Bigham,    Stories  of  Mother    Goose  Village,    75c.     Rand 

McNally  &  Co.,  Chicago. 
Caldecott,  B.  Caldecotfs  Picture  Books,  each  25c.    Wame 

&  Co.,  New  York,    16  volumes. 
Crane,  Mother  Huhbard,  25c.    John  Lane  Co.,  New  York. 
Crane,  This  Little  Pig,  25c.     John  Lane  Co.,  New  York. 
Poulsson,   Through  the  Farmyard  Gate,  $1.25.     Lothrop, 

Lee  &  Shepard  Co.,  Boston. 

[54] 


CRADLE  ROLL  DEPARTMENT 

Poulsson,  Father  and  Baby  Plays,  $1.25.  Century  Co., 
New  York. 

Bryce  (ed.),  Robert  Louis  Stevenson  Reader,  *40c.  Charles 
Scribner's  Sons,  New  York. 

O'Shea  (ed.),  Six  Nursery  Classics,  20c.  D.  C.  Heath  & 
Co.,  Boston. 

Lindsay,  Mother  Stories,  $1.00.  Milton  Bradley  Co., 
Springfield,  Mass. 

Bailey  &  Lewis,  For  the  Children's  Hour,  $1.50.  Milton 
Bradley  Co.,  Springfield,  Mass. 

Walker,  Lady  Hollyhock  and  Her  Friends,  $1.25.  Double- 
day,  Page  &  Co.,  New  York. 


165] 


CHAPTER  V 
THE  BEGINNERS'  DEPARTMENT 

1.  Scope 

This  department  includes  children  four  and 
five  years  of  age.  It  corresponds  to  the  kinder- 
garten department  of  the  public  schools. 

2.  The  Natuke  of  the  Child  in  the  Beginners  ' 

Department 

The  first  three  years  of  a  child's  life  are 
years  of  rapid  physical  and  mental  develop- 
ment.   The  normal  child  trebles  its 
Senses  SiT\7t  wclght  durlug  the  first  year.     The 
Growing  Mmd    ggj^gQj.y  ccuters  iu  the  brain  ripen 

rapidly.  The  child's  ears  are  hungry  and  he 
demands  noise;  his  eyes  are  hungry  and  he 
must  have  color  and  form;  his  nose  is  hungry 
and  he  seeks  the  odors  of  the  flower  garden  or 
field;  and  his  fingers  are  hungry  and  he  must 
touch  something.  He  is  hungering  and  thirst- 
ing after  sense  stimulation. 

The  little  mind,  fed  by  the  sense  impressions, 
unfolds  rapidly.  It  organizes,  classifies  and 
tries  to  explain  everything  which  plays  in  upon 
it  through  the  senses.  At  a  few  months  of  age, 
the  baby  plays  with  images  and  by  the  end  of 
the  first  year  it  will  recognize  pictures.     The 

[66] 


All  ideal  room  for  the  Beginners'  Department,  abundantly 
supplied  with  light  and  air.  Homelike  and  attractive  with 
its  large  fireplace.     An  ideal  room  for  the  story  circle. 


llemodelled   Building,   providing   homelike   room   for  Begin- 
ners' Class. 


BEGINNERS'  DEPAETMENT 

vocabulary  grows  rapidly,  and  by  two  years  of 
age  the  average  child  has  used  500  different 
words,  and  by  three  years  of  age  it  is  a  veri- 
table little  chatterbox/ 

The  child  comes  into  the  Beginners'  Depart- 
ment at  four  years  of  age  with  a  stock  of  sense 
perceptions  gained  in  the  home  circle  and  with 
a  network  of  instincts  and  reflexes  already 
crystallizing  into  habits.  The  raw  material 
with  which  the  Beginners'  teacher  starts  her 
work  is  (1)  the  background  of  three  years  of 
experience,  (2)  the  eager,  hungry  senses,  and 
(3)  the  active  instincts  peculiar  to  childhood, 
such  as  trust,  curiosity,  imitation,  play,  fear, 
awe  and  imagination.  These  instincts  are  the 
roots  from  which  religion  must  grow.  As  they 
ripen  they  take  the  child  from  a  world  of  the 
senses  to  a  world  which  finds  its  reality  in  the 
realms  of  faith.' 

The  child  in  this  department  imitates  acts, 
not  people.    He  tries  his  own  powers  and  gets 

b  Th  im  r  ^^^^8'^^  i^  t^^  doing  of  the  thing  he 
tance  of  First  has  seeu  othcrs  do.  He  can  best  be 
led  by  suggestion.  In  fact,  as  the 
child  ^ Spicks  up"  a  vocabulary  from  the  home, 
in  the  same  way  he  picks  up  ideas  of  neatness, 
accuracy,  industry,  kindness,  politeness  and 
honesty.    By  the  same  process  by  which  a  child 

^O'Shea,  Linguistic  Development  and  Education,  $1.25,  The 
Macmillan  Co.,  New  York;  and  Major,  First  Steps  in  Mental 
Growth,  $1.25,  The  Macmillan  Co.,  New  York,  chapter  15. 

'  Teachers  in  this  department  should  carefully  study  Weigle  'e 
The  Pupil  and  the  Teacher,  chapter  3. 

[57] 


THE  CHURCH  SCHOOL 

fixes  hain't  and  HainH  in  his  mind,  he  also  in- 
delibly fixes  in  the  sensitive  tissue  of  the  brain 
the  standards  of  behavior  which  are  found  in 
the  home.  That  which  is  put  into  the  first  of 
life  is  put  into  all  of  life.  Hain't  and  'tain  t^ 
once  in  the  mind,  are  there  forever.  In  after 
years  the  child  may  memorize  all  the  rules  of 
English  grammar,  but  in  some  unguarded  mo- 
ment hain't  and  't ain't  will  rise  up  as  the 
carnal  man  of  language  and  demand  utterance, 
and  he  may  well  say,  ^^When  I  would  speak 
grammatically  the  ungrammatical  is  present 
with  me. '  * 

Parents  and  teachers  must  remember  that 
**new  vases  preserve  the  taste  of  the  first  liquor 
that  is  put  into  them,  and  that  wool  once  col- 
ored never  regains  its  primitive  whiteness, '* 
and  just  so  the  first  impression  that  flows  into 
a  child's  soul  will  either  mar  or  beautify  all  the 
images  of  his  subsequent  life.  The  child 's  mind 
is  impregnated  mth  everything  that  touches  it, 
and  it  offers  resistance  to  no  impressions 
whether  they  be  good  or  bad.  The  child  there- 
fore should  be  shielded  from  the  ugly,  the  re- 
pulsive and  the  immoral  that  his  first  impres- 
sions may  be  only  beautiful,  attractive  and 
pure.  Weigle  has  properly  italicized  what  he 
calls  the  only  safe  rule  for  this  period:  ''Do 
absolutely  nothing  before  a  child  that  you 
would  7iot  have  him  copy.  Let  nothing  touch 
his  senses  that  you  tvould  not  have  enter  perma- 
nently into  his  life."^ 

» The  Pupil  ayid  the  Teacher,  p.  24. 

[58] 


BEGINNERS^  DEPARTMENT 

The  young  child's  images  are  concrete.    His 
symbols  differ  from  those  of  the  adult.    With 
the   adult   unfermented   wine   may 
ter^o^f%h^^^"^"  symbolize  an  uncorrupted  life,  be- 
symbois  cause  the   adult   sees   relationship 

and  reasons  by  analogy.  But  the 
symbols  of  a  child  are  not  dependent  upon 
thought  relationships.  The  imagination  is 
playing  with  concrete  images,  and  anything 
which  the  child  knows  may  be  made  to  stand  for 
any  other  thing  which  he  knows  regardless  of 
its  resemblances.  The  child's  symbolism  is 
characterized  by  imagination;  the  adult's  sym- 
bolism is  characterized  by  imagination  plus 
reason.  When  the  adult's  symbol  is  presented 
to  the  child  the  element  which  reason  furnishes 
is  not  apprehended.  It  is  for  this  reason  that 
object  lessons  based  upon  analogies  are  so  in- 
effective. The  mouse-trap  may  illustrate  the 
snares  set  for  the  wicked,  but  the  mind  of  the 
child  will  fail  to  see  the  analogy.  The  mouse- 
trap illustration  will  serve  only  to  recall  im- 
ages of  traps  and  mice. 

At  this  age  the  child  is  fancy-full,  running 
over  as  it  were  with  an  activity  of  both  body 
and  mind.     He  reads  into  the  ob- 
of  chudish^       jects  about  him  the  properties  and 
^"'^^  attributes  that  he  has  discovered  in 

himself.  He  attributes  life  and  feeling  to  the 
inanimate  objects  about  him.  A  doll  becomes  a 
real  baby ;  a  stick  is  a  real  horse ;  a  chair  is  now 
a  steamboat,  now  a  trolley  car  and  now  an  en- 
gine.   He  refers  to  himself  as  the  engineer,  the 

[69] 


THE  CHURCH  SCHOOL 

coachman,  or  the  big  doctor,  and  not  by  his  own 
name.  His  creations  are  real  to  him  and  he  en- 
ters into  his  play  with  as  much  earnestness  and 
zest  as  he  will  ever  enter  into  his  work.  The 
child  thinks  images,  and  the  stories  a  child  of 
this  age  tells  are  made  up  of  fragments  of  sto- 
ries that  have  been  told  to  him.  The  imagina- 
tion now  peoples  the  woods  with  fairies,  the  cel- 
lar with  brownies,  and  puts  a  voice  in  trees  and 
stones  and  toys.  The  child  invents,  combines 
and  *  ^freely  abandons  himself  to  the  caprice  of 
his  fancy.''  A  hole  in  the  ground  becomes  a 
great  cavern,  or  a  bear 's  den.  The  dirt  from  it 
becomes  a  great  mountain.  The  cheap  doll 
dressed  in  calico  rags  becomes  a  beautiful  prin- 
cess adorned  in  finest  silk. 

The  best  toys  are  those  that  leave  the  most 
chance  for  the  imagination  to  be  displayed. 
The  enjoyment  and  the  educational  advantage 
is  proportioned  to  the  amount  the  imagination 
is  exercised.  The  store-bought  doll  that  can 
shut  its  eyes  may  be  beautiful,  but  it  is  soon 
thrown  aside  for  the  old  rag  doll  which  is  not 
so  perfect  as  to  leave  little  room  for  the  flight 
of  the  imagination.  ^^The  true  plaything  is 
only  a  distaff  of  flax  from  which  the  soul  spins 
a  many-colored  coat.  It  must  be  indefinite, 
capable  of  many  transformations  and  able  to 
act  many  parts.  Only  thus  can  it  fulfil  its  two- 
fold mission — to  stimulate  creative  activity  and 
satisfy  the  hunger  of  the  soul  for  the  ideal. ''  * 

*Blow,  Symbolic  Education,  $1.50,  D.  Appleton  &  Co.,  New 
York,  pp.  85-86. 

[60] 


BEGINNERS^  DEPAETMENT 

During  this  period,  before  the  growing  rea- 
soning powers  have  begun  to  clip  the  wings  of 
fancy,  many  parents  have  objected  to  teaching 
fairy  stories,  myths,  etc.  They  say,  *  ^  Teach  the 
truth;  adhere  strictly  to  facts,  don't  lie  to  the 
pupils. ' '  One  religious  denomination  has  gone 
so  far  as  to  resolve  in  its  national  convention 
against  teaching  the  Santa  Glaus  story,  and  the 
reading  of  fairy  stories. 

Teach  the  truth!  Johnnie  is  playing  horse. 
How  he  enjoys  the  rides  he  takes  on  that  old 
stick!  With  what  care  he  ties  it  in  an  imagi- 
nary stable,  and  when  his  good  mother  ap- 
proaches he  warns  her  to  stay  back  or  the  horse 
will  kick  her ! 

And  now  hear  the  mother  say,  **  Johnnie,  that 
isn't  a  horse.''  *'^Yhy,  yes  it  is,"  says  Johnnie. 
**No,  my  son,  do  not  be  deceived.  A  horse  has 
legs;  that  has  none.  A  horse  eats  corn;  that 
stick  can't  eat  corn."  How  absurd!  No 
mother  talks  that  way.  When  Johnnie  plays 
he  is  a  bear,  does  any  mother  stop  her  work  and 
earnestly  try  to  prove  to  her  son  that  he  is  not 
a  bear!  No,  she  lets  him  enjoy  the  ^^make  be- 
lieve" and  never  accuses  herself  of  fostering  a 
falsehood  in  his  mind. 

But  the  child  knows  the  stick  is  not  a  horse. 
If  it  were  he  would  not  want  to  play  with  it. 
He  enjoys  the  play  because  of  the  ^'make  be- 
lieve." He  does  not  believe  the  chair  is  a 
coach,  or  that  he  is  a  coachman.  He  knows  the 
truth,  but  enjoys  the  fiction.  And  what  mother 
would  deprive  him  of  the  joy?    A  fairy  story  is 

[61] 


THE  CHURCH  SCHOOL 

not  a  lie,  nor  is  it  the  truth.  It  is  greater  than 
the  truth;  it  is  the  ideal.  The  child  looks  from 
these  stories  into  the  great  truths  that  he  will 
be  called  upon  to  battle  for  in  future  years. 
The  hard-hearted  man  is  often  a  man  who  has 
not  had  his  imagination  developed  in  childhood 
and  consequently  has  not  the  power  to  put  him- 
self, by  imagination,  in  another's  place,  and 
thereby  sympathize  with  him.  No  high  moral 
character  could  be  expected  in  a  man  who  in 
childhood  was  fed  on  solid,  cold  facts,  who 
never  felt  the  thrill  of  Christmas  time  and 
whose  mind  never  reveled  in  the  thousand  fields 
of  childish  fancy. 

3.  The  Nature  or  the  Cureiculum 

The  child  must  live  a  full  life  in  all  the  world 
he  knows.  From  the  first  he  will  want  to  do 
.  TV,   >i,M»      something    with    his    environment. 

a.    The    Chjld  ■      ^     .      jit  'jit* 

Religious  VVnat  he  does  with  his  environment 

Response  •n      i  ^  t  • 

Will  depend  upon  his  previous  ex- 
periences and  how  they  have  been  interpreted 
to  him. 

Imagery,  symbolism,  a  tendency  to  read  him- 
self into  all  his  environment,  and  a  natural 
tendency  to  respond  to  the  ideal  when  pre- 
sented in  concrete  personality  will  all  have  to 
be  reckoned  with  in  the  child's  religious  ex- 
pression. His  religion  must  be  a  child's  re- 
ligion, but  it  will  be  a  real  religion. 

The  child,  as  the  adult,  must  respond  to  the 
wonderful,  the  supernatural,  in  its  environ- 
ment.   Awe,  reverence,  trust,  love,  are  all  natu- 

[62] 


BEGINNERS'  DEPARTMENT 

ral  to  the  Beginners'  child.  The  child  asks 
questions  which  science  cannot  answer.  Ques- 
tions of  origin  and  destiny  can  only  be  an- 
swered by  religion.  The  answer  to  the  child's 
question  must  involve  the  ideas  of  duty  and 
conduct.  * '  What  should  I  do  about  it  ? "  as  well 
as  ^*What  is  it  I"  And  the  answer  must  be  in 
terms  of  personal  will.  Only  a  personal  God 
can  give  a  satisfactory  answer  to  the  elemental 
questions  of  life. 

When  first  told  of  God  by  the  nurse,  Helen 
Keller  replied:  *^0h!  I  have  known  him  a  long 
time,  only  I  didn't  know  his  name."  Fairy 
stories,  myths  and  legends  create  interest  in  the 
wonderful,  unseen  world.  The  vast  expanse  of 
sky  and  sea;  the  power  of  the  water-fall;  the 
beauty  of  the  sunset;  the  hush  of  death;  the 
mystery  of  birth;  all  tell  of  a  bigger  world,  a 
beyond,  of  which  this  world  is  only  a  part. 
Children  crave  to  he  initiated  into  the  great  se- 
cret of  the  unseen.  So  consciousness  of  God 
comes  out  of  the  air.  The  experiences  of  life 
are  the  only  proof  needed.  It  is  the  heritage 
of  the  race.  Likewise  it  is  born  anew  with  each 
generation.  The  Bible  takes  God  for  granted — 
so  do  children!' 

It  is  the  business  of  the  Beginners'  Depart- 
ment to  tie  the  consciousness  of  a  personal  God 
b.  Tying  God  ^^  ^^®  cMld's  world  of  experience 
to  Experience  gQ  ^hat  day  aud  night,  sun,  moon 
and  stars,  sunrise  and  sunset,  storm-and  rain, 

*  See  Hodges,  The  Training  of  Children  in  Religion,  chapters 
1  to  5,  and  Tanner,  The  Child,  p.  177. 

[63] 


THE  CHURCH  SCHOOL 

trees  and  flowers,  parents,  relatives  and 
friends  will  all  pull  the  God  idea  into  conscious- 
ness by  the  laws  of  psychic  association.  When 
you  have  done  this  you  have  preempted  the 
child  for  God  and  his  whole  life  will  be  lived  in 
the  presence  of  his  God ;  he  will  live,  move  and 
have  his  being  with  God.  That  which  enters 
into  the  first  of  life  enters  into  all  of  life,  and 
religious  experiences  are  not  exceptions  to  this 
rule. 

4.  The  Material  of  the  Cureiculum 
The    curriculum    of   this    department    must 
concern  itself  with  the  most  fundamental  con- 
cepts of  religion;  viz.,  God  consciousness  and 
God's  providence. 

God  consciousness  must  come  to  be  a  con- 
sciousness of  God  the  loving  Father,  and  this 
will  be  the  theme  of  the  first  year's 
God 'consdJi^-  work.  **We  are  so  made,^'  says 
Hodges,  ^  ^  that  we  are  helped  by  be- 
ing watched.'^  Children  cannot  always  be 
watched  by  their  parents.  We  are  also  so  made 
that  we  crave  companionship.  Religion  pro- 
vides the  universal  presence  of  God.  This  is  a 
contribution  which  religion  alone  makes  to 
conduct.  God  watches  us.  ^^If  I  take  the  wings 
of  the  morning,  and  dwell  in  the  uttermost 
parts  of  the  sea,  even  there  shall  thy  hand  lead 
me.'*  **Thou,  God,  seest  me.''  This  constant 
presence  of  God  is  a  defense  against  evil  and 
an  inspiration  to  do  good.  But  God  is  not  a 
spy ;  God  is  a  loving  Father.    Religion  does  not 

[64] 


BEGINNERS »  DEPARTMENT 

bring  a  system  of  supernal  espionage ;  it  brings 
comradeship  with  the  gods. 

Through  pictures,  story  and  song;  through 
worship,  service  and  giving  the  idea  of  the 
presence  of  a  great  loving  Father  must  be  in- 
grained in  the  souls  of  children.  The  child  ^s 
God  must  be  anthropomorphic.  The  child's  God 
walks  in  the  garden  and  talks  to  Adam. 
God  dwells  in  heaven.  He  is  a  big  man. 
We  must  see  things  in  terms  of  our  capacity  to 
see  them  and  we  are  forced  to  think  in  terms  of 
our  own  nature.  Why  should  not  God  be  like 
us?  When  we  come  to  see  that  we  are  not  our 
bodies,  we  will  have  a  God  who  is  a  spirit,  also. 
We  are  certain  of  ourselves.  When  we  think 
God  is  like  us  we  are  reasoning  from  the  kno^vn 
to  the  related  unhnoivn.  God  is  the  superlative; 
man  the  positive.  We  are  forced  to  think  of 
God  as  a  person. 

Material  for  the  First  Year.  The  lessons  for 
the  first  year  must  relate  the  child  to  the  kind 
and  loving  heavenly  Father,  direct  the  child's 
natural  response  to  the  heavenly  Father 
through  songs  and  prayers  of  thanksgiving  and 
through  little  deeds  of  kindness  for  the  Father. 
The  material  for  this  year  will  therefore  in- 
volve a  threefold  division,  as  follows: 

(1)  Simple  nature  stories  showing  God's 
love  and  care,  for  example : 

Father  and  Mother  Bird's  care 

Heavenly  Father 's  care  for  animals 

God  Sends  Us  Rain  to  Help  the  Crops 

The  Gift  of  Day  and  Night 

[65] 


THE  CHUECH  SCHOOL 

God  Gives  Us  Beautiful  Flowers 

(2)  Stories  of  children  for  whom  God  has 
cared,  viz. : 

The  Story  of  the  Baby  Samuel 
A  Baby  in  a  Basket  Boat 
The  Story  of  the  Baby  Jesus 
Jesus  Blessing  Little  Children 

(3)  Stories  showing  proper  response  to  God 
for  his  love  and  care,  as  follows : 

Thanking  God  for  Good  Gifts 

Thanking  God  for  the  Gift  of  the  Christ 
Child 

Thanking  God  by  Giving 

Thanking  God  in  Prayer  and  Song 

Thanking  God  in  Loving  Obedience 

Thanking  God  by  Helpfulness 

The  theme  for  the  second  year  is  God's  prov- 
idence, or  God's  protective  care.  The  loving- 
heavenly  Father  is  still  the  central 

d.  Second  Year— ,i  p    l^        •%  i      i     ^  • 

God's  Provi-  theme  oi  the  lessons,  but  his  care 
and  protection  are  stressed,  and  ap- 
propriate responses  in  worship  and  service  are 
secured. 

The  theme  is  best  approached  through : 

Stories  of  parental  protection 

Stories  of  animals  protecting  their  little 
ones 

Stories  of  God's  protection  in  nature 

Stories  of  God's  care  of  people 

Stories  of  thankfulness  for  protection 

Lessons  in  helpfulness 

Lessons  of  prayer  and  praise  and  thanks- 
giving 

£66] 


BEGINNERS^  DEPARTMENT 

The  following  lesson  titles  will  suggest  the 
rich  field  of  nature,  Bible  and  conduct  stories 
available  for  this  year  *s  work : 

A  Mother  ^s  Care  for  Her  Baby- 
God  *s  Care  of  the  Birds 

God's  Gift  of  Snow 

David,  the  Shepherd  Boy 

How  God  Fed  Elijah 

Jesus  Helping  a  Blind  Man 

The  Sun  a  Helper 

The  Good  Samaritan 

5.  ExPRESsiONAL  Work  for  Beginners 
The  Beginners'  children  must  be  given  op- 
portunity to  express  their  feelings  of  grati- 
tude, love  and  trust.    They  must  be 
a.  Prayer  taught  how  to  pray. 

The  teacher  should  assist  the  children  in 
formulating  prayers  of  their  own;  and  they 
should  be  taught  beautiful  classic  prayers, 
psalms  and  poems  of  praise.  In  these  first 
little  prayers  the  emphasis  must  be  placed  on 
conduct  rather  than  things.  Children  should 
pray  that  they  may  be  obedient  to  parents,  say 
kind  words,  be  helpful,  etc.,  rather  than  that 
they  may  have  a  new  sled,  top,  etc. 

The  following  examples  suggest  the  type  of 
prayers  appropriate  to  this  period. 

Morning  Prayer 

"Father,  we  thank  thee  for  the  night, 
And  for  the  pleasant  morning  light, 
For  rest  and  food  and  loving  care, 
And  all  that  makes  the  world  so  fair." 
— Walker  &  Jenks,  Songs  and  Games  for  Little  Ones. 

[67] 


THE  CHURCH  SCHOOL 
Peayeb  foe  Caeb  of  All  Things 

"Loving  Father,  0  hear  our  prayer  1 
Take  into  Thy  loving  care 
All  the  leaves  and  flowers  that  sleep 
In  their  white  beds  covered  deep. 
Shelter  from  the  wintry  storm 
All  the  snowbirds — keep  them  warm." 
—Beginners'    Teacher's    Text    of    the   Syndicate    Graded 
Course. 

Family  Love  and  Caeb 

"For  mother  love  and  father  care, 
For  brothers  strong  and  sisters  fair, 
For  love  at  home  and  care  each  day, 
For  guidance  lest  we  go  astray. 
Father  in  heaven  we  thank  thee." 
— Primary  Teacher's  Text  of  the  Syndicate  Graded  Course, 

Peayee  of  Obedience 

"Help  us  to  do  the  things  we  should, 
To  be  to  others  kind  and  good; 
In  all  we  do  in  work  or  play 
To  grow  more  loving  every  day." 
— Walker  &  Jenks,  Songs  and  Games  for  Little  Ones, 

Children  must  be  taught  to  sing  their  praise. 
The  songs  must  be  explained  just  as  other  lit- 
erature is.    No  silly  jingles  should 

°"^'  be  tolerated.    The  songs  must  have 

uplift  to  them.  Instead  of  **  dropping,  drop- 
ping pennies,"  let  them  sing; 

"Come  bring  your  gifts  of  love,  gifts  for  the  many 

Little  ones  far  and  wide. 
Over  the  ocean,  out  on  the  prairie. 

Close  by  the  mountain  side." 

— Ferris,    The    Sunday   Kindergarten, 

[68] 


BEGINNERS^  DEPARTMENT 

After  the  story  of  **  Hannah  and  Her  Baby 
Samuel,**  or  ** Moses  and  the  Basket  Boat/*  the 
children  can  enter  feelingly  into  such  a  song 
and  prayer  as : 

"Father  of  all  in  heaven  above, 
We  thank  thee  for  thy  love. 
Our  food,  our  homes  and  all  we  wear 
Tell  of  thy  loving  care." 

— Hill,  Song  Stories  for  the  Kindergarten, 

With  the  many  shepherd  stories  the  children 
may  sing  ** Little  Lambs  so  White  and  Fair** 
quoted  under  the  *^ program**  for  this  depart- 
ment. 

By  acts  of  helpfulness  to  those  in  need,  feed- 
ing the  birds  and  pets,  caring  for  baby  brother, 
giving  love  and  care  to  others,  they 
c.  Help  u  ness    ^^^     dcvcloping     the     missionary 

spirit  which  will  relate  them  eventually  to  the 
whole  world  and  its  needs.  Christmas,  Thanks- 
giving and  other  special  days  may  be  made  use 
of  for  special  lessons  in  helpfulness  and  service 
to  others. 

The  child  knows  little  about  the  great  world 
and  his  only  missionary  interest  will  be  in 
terms  of  the  children  of  other  lands  of  whom  he 
has  heard  in  stories.  For  these  he  will  bring 
pennies  to  buy  the  blessings  he  wishes  to  share 
with  them. 

Very  little  expressional  work  should  be  at- 
tempted outside  the  home  circle,  the  immediate 
friends  and  the  animals  and  pets  of  the  home 
and  immediate  environment.    Let  the  child  live 

[69] 


THE  CHUECH  SCHOOL 

its  little  world  full  and  do  not  force  in  extra- 
neous interests. 

It  need  not  be  said  that  the  fullest  coopera- 
tion of  the  home  is  necessary  if  the  expres- 
sional  work  of  the  child  is  to  be  made  a  means 
of  religious  growth. 

6.  Organization 

The  officers  of  this  department  are : 
a.  Superintendent.  Under  the  general  super- 
vision of  the  Director  of  Eeligious  Education, 
this  officer  is  the  educational  head  of  the  Begin- 
ners'  Department.  The  following  duties  will 
fall  upon  this  superintendent : 

(1)  To  form  the  general  plans  for  each  Sun- 
day's program,  including  music,  prayers,  or- 
der of  service,  etc. 

(2)  To  be  responsible  for  all  special  pro- 
grams given  by  the  department. 

(3)  To  supervise  the  work  of  class  teachers, 
and  to  insist  upon  each  teacher's  preparing  a 
detailed  outline  of  each  lesson  in  harmony  with 
the  general  plans  of  the  department.* 

(4)  To  plan  with  Cradle  Roll  workers  for 
special  services  for  Cradle  Eoll  babies  and 
their  parents. 

(5)  To  supervise  the  reading  of  the  teachers 
in  the  department  and  be  responsible  for  their 
professional  growth. 

(6)  To  train  cadets  for  future  vacancies  in 
the  teaching  force  of  the  department. 

*See    Danielson^s    Beginners^    Plan    Boole,    Pilgrim    Press, 
Boston. 

[70] 


BEGINNERS'  DEPARTMENT 

b.  Secretary 

c.  Pianist,  and  music  leaders  who  are  in  sym- 
pathy with  children's  music. 

d.  Teachers.  There  should  be  one  class 
teacher  for  each  group  of  six  or  eight  children. 
It  is  essential  that  these  teachers  attend  the 
weekly  teachers'  meetings  of  the  department, 
and  work  in  sympathy  with  the  general  pro- 
gram of  the  department  and  the  school. 

7.  Equipment 

a.  Department  Rooms 

(1)  Kind  of  rooms.  If  the  devotional  service 
of  this  department  is  conducted  with  the  Pri- 
mary Department,  the  same  assembly  room 
may  be  used.  The  highest  efficiency  demands 
separate  assembly  rooms  for  these  two  depart- 
ments. 

Classrooms  should  be  separate  from  the 
Primary  Department,  but  near  the  assembly 
room. 

The  rooms  for  this  department  should  be  the 
best  the  church  affords,  and  on  the  first  floor 
(never  in  the  basement). 

Rooms  should  be  dry,  full  of  sunshine  and 
well  ventilated. 

Either  a  separate  cloakroom  for  wraps  or  a 
section  of  the  primary  cloakroom. 

The  rooms  should  be  beautiful,  harmonious 
in  color  and  restful  to  the  children. 

(2)  Furnishings  of  classrooms 

(a)  See  chapter  VI  for  furnishings  of  the 
assembly  room. 

[71] 


THE  CHURCH  SCHOOL 

(b)  Piano,  If  a  piano  can  be  secured  it  will 
be  very  helpful  for  songs  and  games  that  are 
suitable  only  for  the  very  little  children. 

(c)  Kindergarten  tables.  Kindergarten  ta- 
bles are  essential  for  expressional  work.  They 
should  be  in  harmony  with  the  color  scheme  of 
the  rooms  and  arranged  around  a  hollow 
square,  so  that  the  teacher  can  direct  the  chil- 
dren's work  more  readily.  Tables  about  2i/2 
feet  long  and  20  inches  high  placed  end  to  end 
are  more  satisfactory  than  long  ones. 

(d)  Kindergarten  chairs.  The  chairs  should 
harmonize  in  color  (never  red)  with  the  tables 
and  other  furniture.  They  should  be  comfort- 
able and  suited  to  the  child.  Height  10  to  12 
inches."  The  Moulthrop  chairs  are  recom- 
mended.' 

(e)  Sand  table  for  story  work.  This  is  very 
necessary  for  illustrating  stories.  It  should  be 
low  and  near  the  window. 

(f)  Blackboards.  These  are  most  satisfac- 
tory when  built  in  the  wall  on  one  side  of  the 
room.  They  should  be  low  so  that  children  can 
use  them  without  effort. 

(g)  Case  for  equipment.  Drawers  and  trays 
should  be  provided  and  all  material  should  be 
labeled. 

(h)  Pictures  that  children  love,  hung  low 
enough  so  they  can  be  touched.  Among  those 
suitable  are  the  following: 

*  See  catalogue  of  Thomas  Charles  Co.,  Chicago. 
'Langslow,  Fowler  Co.,  Eochester,  N.  Y. 

[72] 


BEGINNERS^  DEPARTMENT 

The  Sistine  Madonna,  Raphael 

Saint  Anthony  of  Padua,  Murillo 

The  Infant  Samuel,  Reynolds 

Young  David  Rescuing  the  Lamb,  Gardner 

Holy  Night,  Correggio 

(i)  All    other    furniture    should    harmonize 
with  the  color  scheme  of  the  room, 
b.  Equipment  for  Lesson  Teaching 

(a)  Pictures. 

(1)  Large  pictures,  suitable  to  the  seasons 
of  the  year  and  to  stories  told.  They  should  be 
mounted  on  cardboard  for  use  when  the  story 
is  told. 

(2)  Small  pictures  for  coloring  and  pasting. 

(b)  Models  and  objects  for  illustrating  les- 
sons, Dolls,  houses,  camels,  shepherd's  tent, 
rod  and  staff,  water  jar,  miniature  church,  clay 
models  (made  by  children  illustrating  stories). 
Many  of  these  may  be  used  in  connection  with 
sand-table  work  to  illustrate  stories. 

(c)  Material  for  illustrating  stories.  Scis- 
sors, pencils,  crayolas,  colored  chalk,  colored 
paper,  etc. 

(d)  Clay  and  sand.  Prepared  clay  may  be 
obtained  from  Thomas  Charles  Co.,  Chicago,  or 
Milton  Bradley  Co.,  Springfield,  Mass.,  at  25c. 
a  pound. 

(e)  Cabinet  collection.  This  should  contain 
seeds,  leaves,  nuts,  wheat,  corn,  flowers,  twigs, 
birds'  nests,  straw,  fresh  flowers  in  season,  es- 
pecially at  Easter.  The  children  can  bring 
much  of  this  material. 

(f)  Permanent    material    for    table    work, 

[73] 


THE  CHURCH  SCHOOL 

Sticks  of  different  lengths,  blocks  of  various 
shapes,  balls,  etc/ 

8.  Peogram 

The  program  of  this  department  is  so  organ- 
ized as  to  provide  for  worship,  instruction  and 
expression. 

The  themes  and  lesson  stories  are  chosen  in 
harmony  with  the  seasons  of  the  year.  The  fall 
season  speaks  of  the  abundance  of  a  kind  heav- 
enly Father  ^s  gifts.  Children  are  naturally 
glad  and  thankful  for  these  and  love  to  express 
their  thanks  in  prayer  and  song.  At  the  Christ- 
mas season  the  children  have  the  thought  of 
God's  greatest  gift  in  the  story  of  the  Christ- 
child. 

All  through  the  winter  season  they  are  given 
stories  of  God's  protecting  care;  as,  the  snow 
for  winter  birds,  etc.  In  the  spring  comes  the 
thought  of  **new  life''  and  the  many  stories  of 
the  awakening  flowers,  trees  and  birds.  The 
summer  season  speaks  of  the  ^^fuUness  of  life," 
and  children  learn  in  many  ways  that  they  may 
become  ** workers  with  the  heavenly  Father." 

The  following  program  will  be  suggestive : 
Part  I.    Devotional  Period 

(1)  Quiet  Music 

If  the  pianist  will  play  very  softly  the  music 
of  the  opening  prayer  before  the  children  begin 
to  sing,  it  will  quiet  them  and  help  to  teach  them 
reverence  for  this  service. 

'Write  for  catalogue  of  Thomas  Charles  Co.,  or  A.  Flan- 
agan Co.,  Chicago.  See  also  Ferris.  The  Sunday  Kindergarten. 

[74] 


BEGINNERS'  DEPARTMENT 

(2)  Prayer  Song  (sing  with  bowed  heads) 

"Father  of  all,  in  heaven  above, 

"We  thank  thee  for  thy  love, 

Our  food,  our  homes   and  all  we  wear 

Tell  of  thy  loving  care." 

— Hillf  Song  Stories  for   the  Kindergarten. 

(3)  Greeting 

May  be  a  word  from  the  teacher,  or  a  song  or 
verse  by  the  children. 

(4)  Responses 

Different  responses  may  be  used  here.  These 
should  be  simple,  short  and  within  the  child's 
experience.    The  following  is  suggestive: 

Teacher: 

Oh,  what  can  little  hands  do. 

To  please  the  King  of  heaven? 
Children  : 

The  little  hands  some  work  may  try 

That  will  some  simple  want  supply. 
All: 

Such  grace  to  mine  be  given. 

Such  grace  to  mine  be  given. 

— Ferris,    The    Sunday    Kindergarten. 

(5)  Offering  (children  in  circle) 

Talk  with  children  about  their  gifts.  Let 
children  suggest  things  that  poor  children  need 
— not  always  pennies — e.  g. : 

Miniature  church 
Little  house  (for  poor) 
Suitcase  or  Japanese  house 
March  and  sing  offering  song  with  gifts. 

[75] 


THE  CHUECH  SCHOOL 
Offeeing  Song 

Hark!  to  the  music  calling  us  softly, 

Come  bring  your  gifts  of  love. 
Bring  them  with  singing,  asking  a  blessing 

Of  the  dear  Lord  above. 

Chorus : 

Cheerfully   giving,   joyfully  giving 

Out  of  our  little  store, 
Lord,  when  we're  older,  we  shall  be  happy 

If  we  can  give  thee  more. 

Offerings  we're  bringing,  gifts  for  the  many 

Little  ones  far  and  wide, 
Over  the  ocean,  out  on  the  prairie. 

Close  by  the  mountain  side. 

Bless  us,  thy  children,  bringing  our  offering, 

Father  in  heaven,  we  pray. 
May  we  be  gentler,  sweeter  and  kinder, 

Pleasing  thee  every  day. 

— Ferris,  The  Sunday  Kindergarten, 

(6)  Prayer  for  offering  (teacher  or  all) 

(7)  Birthday  service 

This   service   should  be   short   and   simple. 
May  not  be  used  every  Sunday. 

(a)  Birthday  offering  by  a  child — money  or 
other  gifts 

(b)  Flowers  or  birthday  cards  may  be  given 

(c)  Prayer  Song 

"We  thank  thee,  heavenly  Father, 

For  all  the  loving  care 
That  thou  hast  given — 

At  home  and  everj'where. 

[76] 


BEGINNERS'  DEPARTMENT 

y^r  -»-- —  years  thou  hast  guarded  bim  (or  her) 

Asleep,  at  work,  at  play. 
Oh,  Father,  love  and  care  for  him, 

On  this  and  every  day.     Amen." 

— Ferris,  The  Sunday  Kindergarten. 

(8)  Informal  talk  with  the  children  (circle 
talk) 

(a)  Children  may  give  memory  verses  about 
God's  care  for  birds,  flowers,  children,  etc. 
These  should  be  in  harmony  with  the  lesson 
theme. 

(b)  Ask  children  what  they  are  thankful  for. 
Teach  children  to  pray.    Direct  these  prayers. 

(c)  Talk  with  the  children  about  God's  care 
for  the  birds,  flowers,  etc. 

(d)  Closing  song 

This  song  should  grow  out  of  the  theme  of 
this  period  and  speak  of  God's  love,  care  and 
protection. 

The  following  are  examples  of  suitable  songs : 
Theke  Was  Once  a  Little  Biedie 

There  was  once  a  little  birdie 

Living  in  a  forest  tree; 
And  it  sang  a  song  one  morning, 

That  was  sweet  as  sweet  could  be. 

Would  you  know  what  sang  the  birdie 

Living  in  the  forest  tree? 
Joyously  it  sang  that  morning, 

"God  is  good,  he  cares  for  me." 
— Walker  and  Jenks,  Songs  and  Games  for  Little  Ones, 

.    [77] 


THE  CHURCH  SCHOOL 

Little  Lambs  so  White  and  Faib 

"Little  lambs  so  white  and  fair 
Are  the  shepherd's  constant  care, 
Now  he  leads  their  tender  feet 
Into  pastures  green  and  sweet. 

Now  they  listen  and  obey, 
Following  where  he  leads  the  way; 
Heavenly  Father,  may  we  be 
Thus  obedient  unto  thee." 
— Walker  and  Jenks,  Songs  and  Games  for  Little  Ones. 

"We  thank  the  heavenly  Father 

For  sunshine  and  for  rain. 
For  birds  and  flowers  of  summer  time. 

For  autumn's  golden  grain. 

For  nuts  and  rosy  apples. 

For  all  things  that  we  need — 
For  father  and  for  mother  dear 

We  give  him  thanks  indeed." 

— Poulsson,  Holiday  Songs, 

(9)  A  march  may  be  played  while  the  chil- 
dren pass  to  their  classrooms. 

Part  n.    Lesson  Period 

(1)  Talk  with  the  children  about  the  story 
that  is  to  be  told.  The  teacher  should  have  the 
following  points  in  mind : 

(a)  The  general  theme 

(b)  The  purpose  of  the  lesson  story 

(c)  The  necessity  of  preparing  the  children's 
minds  for  the  story  that  is  to  be  told 

(d)  All  things  that  may  not  be  understood  in 
the  story  should  be  explained 

[78] 


BEGINNERS'  DEPARTMENT 

(e)  The  children  should  always  have  a  part 
in  this  period  of  preparation 

(2)  Quiet  moment  before  story  is  told 

(3)  Story  told 

Tell  the  story  very  simply  and  in  a  natural 
way,  but  be  sincere  and  full  of  the  story.    Make 
the  story  develop  so  as  to  carry  out  your  pur- 
pose. 
Part  III.    Expressional  Work 

This  may  be  in  the  form  of  drawing,  coloring, 
pasting  pictures,  clay  work,  illustrating  stories 
in  sand,  with  paper  cutting,  models,  sticks, 
blocks,  etc.  Through  this  work  the  child  retells 
the  story  and  makes  it  a  part  of  himself. 

Closing  prayer  (given  by  teacher  with  lesson 
theme  in  mind). 

9.  Tests  for  the  Beginners'  Department 

Do  the  children  associate  God  with  the  com- 
mon objects  and  duties  of  life? 

Have  they  learned  to  talk  to  God  in  prayer, 
and  do  they  know  several  beautiful  prayers  ap- 
propriate to  their  years  I 

Have  they  been  taught  to  love  and  to  sing 
beautiful  songs,  appropriate  to  their  years  1 

Do  they  know  well  a  large  number  of  stories 
showing  God's  love  and  care? 

Are  they  showing  increasingly  a  tendency  to 
control  their  conduct  in  terms  of  their  image  of 
the  heavenly  Father's  will?  Do  they  try  to 
please  papa,  mamma  and  God? 

Are  they  growing  helpful,  tender-hearted, 
considerate  of  others? 

[791 


THE  CHURCH  SCHOOL 

10.  Songs  for  the  Beginners'  Department 
a.  General  Songs  for  the  Kindergarten 

''The  Cradle  Nest,"  Poulsson,  Holiday  Songs,  p.  66. 
*'Tlie  Finger  Family,"   Riley  and  Gaynor,  Songs  of  the 

Child  World,  No.  1,  p.  7. 
"Little  Lambs  so  White  and  Fair,"    Walker  and  Jenks, 

Songs  and  Games  for  Little  People,  p.  9. 
*Tlying  Song,"  Hill,  Song  Stories  for  the  Kindergarten, 

p.  77. 
"Cradle  Roll  Song,"  Leyda,  Carols,  p.  17. 
"Offertory    March,"    Danielson   and    Conant,    Songs   for 

Little  People,  p.  66. 
"Bed  Time,"  Jenks  and  Rust,  Song  Echoes  from  Child 

Land,     p.  66. 

b.  Autumn  Songs 

"Good-bye  to  the  Flowers,"  Walker  and  Jenks,  Songs  and 
Games  for  Little  Ones,  p.  45. 

"Flowers'  Lullaby,"  Hill,  Song  Stories  for  the  Kinder- 
garten, p.  23. 

"Wind's  Farewell,"  Mills  and  Merriman,  Nature  Songs 
and  Stories,  p.  16. 

c.  TJianhsgiving  Songs 

"Thanks  for  Constant  Care,"  Hill,  Song  Stories  for  the 

Kindergarten,  ji.  19. 
"We  Thank  Thee,"  Poulsson,  Holiday  Songs,  p.  76. 
"A  Song  of  Thanks,"  Poulsson,  Holiday  Songs,  p.  72. 
"God's   Care  of  All  Things,"  Hill,  Song  Stories  for  the 

Kindergarten. 

d.  Christmas  Songs 

"Little  Child's  Gift  Carol,"  Poulsson,  Holiday  Songs,  p. 
86. 

"Christmas  Lullaby,"  Hill,  Song  Stories  for  the  Kinder- 
garten, p.  35. 

"Children,  Can  You  Truly  Tellf  Walker  and  Jenks, 
Songs  and  Games  for  Little  Ones,  p.  71. 

"The  First   Christmas,"  Poulsson,  Holiday  Songs,  p.  93. 

[80] 


BEGINNERS'  DEPARTMENT 

e.  Easter  and  Awakening  Songs 

"The  Waking  Flowers/'  Hill,  Song  Stories  for  the  Kinder- 
garten, p.  38. 

"God  Sends  His  Bright  Spring  Sun/'  Chamberlin,  Child 
Religion  in  Song  and  Story,  p.  235. 

•'Lilies  Sweet/'  Poulsson,  Holiday  Songs,  p.  25. 

"Easter  Song/'  Danielson  and  Conant,  Songs  for  Little 
People,  p.  54. 

"Awake,  Savs  the  Sunshine/'  Eleanor  Smith,  Part  I,  No. 
13. 

"Give,  Said  the  Little  Stream/'  Danielson  and  Conant, 
Songs  for  Little  People,  No.  64. 

11.    PiCTUEES  ApPEOPEL^TE  FOR  BeGINNEES 

Dignity  and  Impudence,  Landseer 

The  Age  of  Innocence,  Reynolds 

The  Infant  Samuel,  Reynolds 

The  Madonna  of  the  Chair,  Raphael 

Brittany  Sheep,  Bonheur 

The  Sheepfold,  Jacque 

Feeding  the  Hens,  Millet 

King  Charles  Spaniels,  Landseer 

Piper  and  Nutcrackers,  Landseer 

Red  Deer  of  Chillingham,  Landseer 

CLASSIFIED    BOOK    LISTS    FOR    THE 
BEGINNERS^  DEPARTMENT 

1.  Books  foe  Beginis^ees'  Teachees 

Weigle,  The  Pupil  and  the  Teacher,  50c.  George  H. 
Doran  &  Co.,  New  York. 

St.  John,  Child  Nature  and  Child  Nurture,  *50c.  Pilgrim 
Press,  Boston. 

Harrison,  A  Study  of  Child  Nature,  *$1.00.  Chicago  Kin- 
dergarten College. 

Teachers'  Texts  of  the  Beginners'  Graded  Course,  25c. 
each. 

[81] 


THE  CHUECH  SCHOOL 

Ferris,  The  Sunday  Kindergarten,  *$1.50.    The  University 

of  Chicago  Press,  Chicago. 
Beginners'  Teachers'  Manual,  75e.    American  Baptist  Pub- 
lication Society,  Philadelphia. 
St.  John,  Stories  and  Story-Telling,  50c.     Pilgrim  Press, 

Boston. 
Moffat  &  Hidden,  The  Children's  Sunday  Hour  of  Story 

and  Song,  $2.00.     American  Unitarian  Society,  Boston. 
Proudfoot,   Child's  Christ   Tales,  75c.     A.  Flanagan  Co., 

Chicago. 
Herbst,  Tales  and  Customs  of  the  Ancient  Hebrews,  36c. 

A.   Flanagan   Co.,   Chicago. 
Cragin,  Kindergarten  Stories  for  the  Sunday  School  and 

Home,  *$1.25.     George  H.  Doran  Co.,  New  York. 
Hildreth,  Clay  Modeling  in  the  School  Room,  25c.   Milton 

Bradley  Co.,  Springfield,  Mass. 
Henderson  &  Palen,  What  and  How,  $2.00.    Milton  Brad- 
ley Co.,  Springfield,  Mass. 
Foster,  The  Kindergarten  of  the  Church,  75c.     Methodist 

Book  Concern,  New  York. 
Hill,  Song  Stories  for  the  Kindergarten,  $1.00.     Clayton 

F.  Summy  Co.,  Chicago. 
Moses,   Children's   Books  and  Reading,   *$1.50.     Mitchell 

Kennerley,  New  York. 
Walker  and  Jenks,    Songs  and  Games  for    Little    Ones, 

$2.00.     Oliver  Ditson  Co.,  Boston. 
Poulsson,    Holiday  Songs,  $2.00.     Milton    Bradley    Co., 

Springfield,  Mass. 

2.  Books  for  Parents  of  Beginners'  Children 

Kerr,  Care  and  Training  of  Children,  75c.  Funk  &  Wag- 
nails  Co.,  New  York. 

Kerley,  Short  Talks  with  Young  Mothers,  •$1.00.  G.  P. 
Putnam's  Sons,  New  York. 

Hodges,  The  Training  of  Children  in  Religion,  $1.50.  D. 
Appleton  &  Co.,  New  York. 

The  Child  (pamphlet),  free.  Metropolitan  Life  Insur- 
ance Co.,  New  York. 

[82] 


BEGINNERS^  DEPARTMENT 

Du  Bois,    The  Natural    Way  in  Moral    Training,    $1,25. 

Fleming  H.  Revell  Co.,  New  York. 
Worcester,  On  Holy  Ground,  two  vols.,  $1.50  each.    J.  B. 

Lippincott  Co.,  Philadelphia. 
Hillyer,  Kindergarten  at  Home,  **$1.25.     Baker  &  Taylor 

Co.,  New  York. 
Poulsson,    Father  and  Baby  Plays,  $1.25.     Century    Co., 

New  York. 

3.  Story  Books  for  Mothers 

Bailey  &  Lewis,  For  the  Children's  Hour,  $1.50.     Milton 

Bradley  Co.,  Springfield,  Mass. 
Lindsay,    Mother    Stories,    $1.00.      Milton    Bradley    Co., 

Springfield,  Mass. 
Lindsay,  More  Mother  Stories,  $1.00.    Milton  Bradley  Co., 

Springfield,  Mass. 
Poulsson,  Child  Stories  and  Rhymes,  $1.25.    Lothrop,  Lee 

&  Shepard  Co.,  Boston. 
Richards,  The  Golden  Windows,  $1.00.     Little,  Brown  & 

Co.,  Boston. 
Welsh,  (ed.).    A  Book  of  Nursery  Rhymes  (Mother  Goose 

Melodies),  30c.    D.  C.  Health  &  Co.,  Boston. 
O'Shea,  (ed.).  Six  Nursery  Classics,  20c.    D.  C.  Heath  & 

Co.,  Boston. 
Murray,  Story  Book  Friends,  50c.     Little,  Brown  &  Co., 

Boston. 
Smith,  Three  Little  Cotton  Tails,  25c.     A.  Flanagan  Co., 

Chicago. 
Endicott,    Stories    of    the   Bible,    three    vols.,    60c.    each. 

Educational  Publishing  Co.,  Chicago. 
Proudfoot,   Child's   Christ   Tales,  75c.     A.   Flanagan   Co., 

Chicago. 
Herbst,  Tales  and  Customs  of  the  Ancient  Hebrews,  35c. 

A.  Flanagan  Co.,  Chicago. 

4.  Books  for  the  Home  Reading  of  Beginners' 

Children 

Welsh,  A  Book  of  Nursery  Rhymes,  30c.    D.  C.  Heath  & 
Co.,  Boston. 

[83] 


THE  CHURCH  SCHOOL 

O'Shea   (ed.),  Old  World  Wonder  Stories,  •20o.     D.  C. 
Heath  &  Co.,  Boston. 

Johnson,  The  Oak  Tree  Fairy  Book,  $1.50.    Little,  Brown 
&  Co.,  Boston. 

"Walker,  Lady  Hollyhock  and  Her  Friends,  $1.25.    Double- 
day,  Page  and  Co.,  Garden  City,  N.  Y. 

Harris,  The  Eugene  Field  Header,  '400.     Charles  Scrib- 
ner's  Sons,  New  York. 

Grover,    The   Sunhonnet   Babies^   Book,   75e.     Rand   Mc- 
Nally  &  Co.,  Chicago. 

Davis,  Nature  Stories  for  Youngest  Readers,  •40c.     Edu- 
cational Publication  Co.,  Chicago. 

Smith,  Three  Little  Cotton  Tails,  25c.     A.  Flanagan  Co., 
Chicago. 

Smith,  Little  Bear,  25c.    A.  Flanagan  Co.,  Chicago. 

Potter,  The  Tale  of  Peter  Rabbit,  50c.    Frederick  Wame 
&  Co.,  Boston. 

Johnson,  What  Did  the  Black  Cat  Dof    75c.    Dana  Estes 
&  Co.,  Boston. 

Grover,  Art  Literature  Primer,  'SOc.     Atkinson,  Mentzer. 
&  Co.,  Chicago. 

(For  books  on  plays  and  games  see  Chapter  VI.) 


t84] 


A    primary    class    at    work.      Notice    the    table    equipment, 
chairs,  books,  pictures,  paste,  etc. 


An    attractive    Primary    Department    with    al)un(lant    equip- 
ment and  i)]enty  of  lij^ht. 


CHAPTER  VI 
THE  PRIMARY  DEPARTMENT 

1.  Scope 

This  department  includes  children  six,  seven 
and  eight  years  of  age  and  corresponds  to  the 
first,  second  and  third  grades  of  the  public 
school. 

2.  The  Nature  of  the  Primary  Child 

There  is  no  sudden  transition  from  the  Be- 
ginners' to  the  Primary  child.  The  Primary 
child  is  the  Beginners'  child  plus  a  larger 
world,  for  the  child  is  now  in  the  regular  pri- 
mary school,  with  new  facts  to  organize,  plus  a 
budding  reasoning  faculty  which  asks  queer 
questions  about  experience,  plus  a  conscious- 
ness of  self  which  tends  to  express  itself. 

The  child  increases  32  per  cent  in  weight  and 
13  per  cent  in  height,  from  six  to  nine  years, 
a.  The  Physi-  ^Ms  rate  of  growth  is  less  than  that 
cai  Child  Qf  \^Q  preceding  three  years.    The 

death  rate  is  decreasing  and  the  child  is  devel- 
oping an  increased  power  to  resist  disease.* 
There  is,  however,  a  ** period  of  fatigue''  last- 
ing six  months  to  a  year.    This  may  be  looked 

'Burk,  ''Growth  of  Children  in  Height  and  Weight,"  in 
American  Journal  of  Psychology,  1898,  vol.  9,  pp.  253-336. 

[85] 


THE  CHUECH  SCHOOL 

for  at  about  the  eighth  year.  It  is  probably 
due  to  the  increased  burden  upon  the  heart,  the 
heart  being  relatively  weak.  At  this  age  the 
heart  is  one-third  the  adult  size  and  the  body  is 
relatively  much  larger.  The  little  heart  is 
taxed  to  its  limit  to  pump  blood  through  the  big 
body,  hence  any  additional  effort  soon  causes 
exhaustion. 

^*The  rapid  physical  growth  indicates  that  a 
large  part  of  the  potential  energy  normally 
available  for  other  purposes  is  now  utilized  in 
the  building  up  of  new  tissues.***  For  these 
reasons  there  is  an  increased  liability  to  disease 
at  this  age. 

The  child  *s  rapidly  growing  body  must  have 
exercise.  This  it  finds  in  play.  But  play  is  se- 
rious and  absorbing  to  the  child  and  not  relax- 
ing as  it  is  to  adults.  The  child's  plasticity 
protects  him  from  overwork.  He  cannot  con- 
centrate his  attention  for  an  extended  time. 
There  is  great  danger  from  child  labor  at  this 
period.  Children  need  plenty  of  wholesome  ex- 
ercise, but  they  must  not  be  forced  to  overtax 
their  strength. 

(1)  Apperception,  As  the  child  enters  the 
primary  school  his  world  enlarges  and  new 
,.  «     ,  T.,    experiences     demand    explanation. 

b.  Mental    Life     .    ^  ..  ,  .    ,      .  >         •,        .^ 

Apperception,  which  is  simply  the 
mind's  method  of  explaining  all  new  things  in 
terms  of  all  the  old  things  one  knows,  is  now 
compelling  the  child  to  organize  his  rapidly 
growing  world  on  the  basis  of  his  previous  ex- 

*Bagley,  Educative  Process,  p.  187. 

[86] 


PRIMARY  DEPARTMENT 

periences.  The  amusing  mistakes  of  children 
of  this  period  are  usually  simply  illustrations 
of  the  workings  of  the  law  of  apperception. 
The  Primary  teacher  must  be  prepared  to  have 
all  the  teachings  of  the  nursery  and  Beginners' 
Department  read  into  all  the  new  stories  and 
experiences  of  the  later  period.* 

(2)  The  Transition  from  Fancy  to  Rea- 
son. The  child  enters  the  Primary  period  still 
fancy-full,  controlled  by  images,  living  in  a 
world  of  fairies,  brownies,  myths  and  legends. 
The  kindergarten  has  wisely  suited  its  methods, 
its  play,  its  stories,  to  this  mental  condition  of 
the  child,  and  instead  of  crushing  the  imagina- 
tion by  an  attempt  to  force  the  conventional 
upon  the  fancy-ridden  mind  it  stimulates  the 
faculty  and  lets  the  child  grow  into  the  conven- 
tional. In  his  *^  Psychological  Foundations  of 
Education,''  Dr.  W.  T.  Harris  shows  how  the 
child  grows  from  the  fanciful  to  the  real.  At 
first  the  child  is  satisfied  with  a  stick  horse; 
later  he  demands  a  stick  with  a  head  to  it ;  then 
he  ties  a  rope  on  it  for  a  tail ;  then  he  must  have 
a  saddle  and  bridle,  the  hobby  horse,  and  finally 
he  is  satisfied  with  nothing  but  the  real  horse. 
The  growing  power  to  see  differences,  to  ana- 
lyze, has  led  him  from  a  toy  to  a  reality.  That 
which  began  in  play,  ended  in  work.  At  this 
stage  he  abandons  his  stick  horse  and  the 
teacher  must  abandon  or  change  her  symbols. 

*  DuBois,  The  Point  of  Contact,  should  be  read  by  every 
Primary  teacher  who  wishes  a  clear  statement  of  the  relation 
of  apperception  to  methods  of  teaching. 

[87] 


THE  CHURCH  SCHOOL 

This  power  to  see  differences,  to  analyze,  to 
see  causes  and  note  results,  announces  to  the 
teacher  that  the  thinking  power  has  begun  to 
clip  the  wings  of  fancy  and  hold  it  down  to  the 
realms  of  the  actual.  At  an  earlier  period  the 
child  would  revel  in  the  imagery  of  the  cow 
that  jumped  over  the  moon,  but  now  he  ques- 
tions the  fact  and  observes  that  ^^our  cow  can't 
jump  over  the  moon/* 

The  period  from  six  to  ten  years  of  age  may 
be  called  a  transition  period  in  the  develop- 
ment of  the  imagination.  It  is  during  this 
period  that  the  thought  powers  gain  the  su- 
premacy over  fancy  and  hold  the  imagination 
down  to  the  realms  of  truth.  The  transition  is 
gradual,  but  as  reason  and  judgment  grow  they 
pull  in  the  sails  of  wild  fantasy  and  the  child 
passes  into  a  third  period  of  the  development 
of  the  imagination.  In  this  period  the  imagina- 
tion is  still  active,  but  it  is  bounded  on  one  side 
by  observation  and  perception  and  on  the  other 
by  judgment  and  reason. 

By  the  time  this  third  period  begins,  at  about 
the  tenth  year,  the  child  has  mastered  the  me- 
chanics of  reading  and  is  able  to  take  up  the 
study  of  geography,  history  and  literature, 
which  are  preeminently  the  studies  for  the  de- 
velopment of  the  imagination.  Should  the 
imagination  now  propose  some  plan  entirely 
foreign  to  the  possible,  the  perception  and  rea- 
son would  present  facts  and  arguments  that 
would  soon  force  the  mind  to  abandon  the  plan ; 
but  should  the  facts  and  arguments  show  the 

[88] 


PRIMARY  DEPARTMENT 

plan  to  be  within  the  limits  of  possibility  the 
mind  would  soon  fill  the  vision  with  the  ma- 
terial and  the  world  would  have  a  new  inven- 
tion. 

Sometimes  we  find  men  who  are  visionary, 
whose  imaginations  are  too  highly  developed, 
it  seems,  and  the  question  arises,  *  *  How  can  we 
hold  a  flighty  imagination  in  check  f  By  not 
exercising  it?  No.  It  will  exercise  itself.  We 
cannot  prevent  that.  We  must  therefore  direct 
the  exercise  into  the  proper  channels.  Experi- 
ence and  reason  are  the  agencies  of  control.  If 
imagination  becomes  too  flighty  we  should  add 
to  the  general  knowledge,  increase  perception 
and  strengthen  judgment  and  reason  so  that 
they  will  be  able  to  cope  with  their  wild  and 
flighty  neighbor.  By  cultivating  the  faculties 
which  directly  bear  upon  imagination,  and,  as 
it  were,  surround  it  by  good  neighbors,  we  can 
best  hold  the  imagination  in  bounds. 

Friends  of  moral  and  religious  education 
must  not  underestimate  the  place  of  imagina- 
tion in  the  development  of  the  man  who  is  to 
walk  by  faith  and  not  by  sight,  for  imagination 
is  behind  all  faith,  all  sympathy,  all  ideals. 
Myths,  folk  lore,  legends,  fairy  tales,  drama- 
tization, etc.,  which  the  public  schools  employ 
to  develop  the  imagination,  must  not  be  op- 
posed by  the  church  as  agencies  fostering  l}dng 
and  deception.  They  must  be  encouraged  as 
means  of  cultivating  the  mental  faculty  that 
will  enable  children  to  see  the  reality  which 
transcends  the  senses,  the  truth  behind  the  s}tii- 

[89] 


THE  CHURCH  SCHOOL 

bols  of  the  church;  the  faculty  which  will  en- 
able our  children  to  feel  as  well  as  to  think,  to 
love  mercy  as  well  as  to  demand  justice,  *Ho 
live  for  those  who  love  them  and  the  good  that 
they  can  do. ' ' 

It  will  be  clear  from  the  foregoing  that  the 
Primary  child  is  in  the  period  of  transition  in 
which  reason  is  getting  control  of  fancy.  *  *  His 
thinking  is  still  predominately  of  the  concrete 
order,  and  his  judgments,  in  the  main,  are  of 
the  practical  type.  It  is  still  far  too  early  for 
conceptual  thought  and  logical  reasoning,  since 
the  condensation  of  experience  has  not  yet  pro- 
gressed to  that  point  where  symbols  may  effec- 
tively rid  themselves  of  their  attendant 
imagery. ' '  * 

At  this  period  the  reasoning  poW<er  is  not  suf- 
ficiently developed  to  make  it  a  reliable  guide 
to  truth  and  conduct,  but  as  it  gradually  de- 
velops it  brings  the  child  from  the  realms  of 
imagery  to  the  realms  of  reality.  From  this 
time  on  the  child  will  be  forced  to  deal  with 
three  things: 

(a)  Images;  great  ideal  truths ,  bigger  than 
facts,  which  will  abide  forever. 

(b)  Facts;  the  world  of  experience. 

(c)  Mere  fancy;  the  unreasoned  flights  of 
fancy  which,  like  the  child's  soap  bubbles,  go 
out  into  nothingness  when  struck  with  the  sim- 
ple facts  of  experience. 

With  the  dawn  of  reason  the  child  begins  to 
ask  for  ** really  true''  stories.     He  should  be 

^  Bagley,  Educative  Process,  p.  188. 

[90]    ' 


PRIMARY  DEPARTMENT 

frankly  told  which  are  stories  of  fact  and  which 
are  stories  of  fancy;  but  he  should  be  shown 
how  the  stories  of  the  imagination  are  also  in  a 
very  real  sense  true  stories,  teaching  great 
abiding  truths.  This  method  should  apply  to 
Bible  stories.  There  are  realistic  and  idealis- 
tic stories  in  the  Bible,  and  this  should  be 
frankly  admitted  if  we  would  keep  the  child's 
confidence  and  respect.  The  Santa  Claus  story 
has  value;  it  should  be  told  to  children,  but 
when  reason  questions  the  reality  of  the  story, 
the  mother  and  the  teacher  are  the  ones  to  as- 
sist the  real  to  be  swallowed  up  into  the  ideal. 
(For  further  reading  on  this  topic  see  St.  John, 
Stories  and  Story  Telling ,  pp.  16-31.) 

3.  The  Characteristics  of  Primary  Play 

Play  is  the  response  to  a  stimulus  in  terms  of 
the  image  which  it  suggests,  and  not  in  terms 
of  the  stimulus  itself.  The  stick  suggests  a 
horse  and  when  the  child  treats  it  as  a  horse 
and  not  as  a  stick  he  is  playing  horse. 

But  the  young  child  is  not  conscious  of  his 
images ;  he  does  not  abstract.  In  his  play  the 
satisfaction  comes  with  the  expression  of  the 
image.  In  play  the  image  is  the  end.  But  when 
the  reason  begins  to  manifest  itself  there  arises 
an  interest  to  be  reached  in  an  end  beyond  the 
image.  And  this  turns  the  play  into  a  game. 
Top  spinning  is  a  play;  the  satisfaction  is  in 
the  spinning  top.  Spinning  a  top  with  compe- 
tition is  a  game;  the  interest  is  in  the  winning, 
in  the  skill  displayed,  and  not  simply  in  the 

[91] 


THE  CHURCH  SCHOOL 

spinning.  From  eight  to  nine,  as  the  child 
passes  into  the  junior  period,  interests  shift 
from  end  to  method.  This  is  the  age  of  puzzles, 
technique  and  skill.  The  school  must  not  force 
this  interest  in  technique. 

The  transfer  of  interest  in  the  present  action 
to  an  interest  in  how  it  is  going  to  come  out  is 
seen  in  the  familiar  game  of  **hide  and  seek.'* 
The  younger  children  will  run  and  get  caught 
and  the  older  ones  will  *^  watch  their  chance. '* 
This  period  of  transition  will  take  the  child 
from  play  to  work.  Play  is  the  response  to  the 
image  for  the  sheer  joy  of  the  response;  work 
is  that  activity  which  involves  the  adjustment 
of  means  to  ends.  There  will  be  no  drudgery 
in  work  if  the  imagination  has  been  properly 
developed. 

4.  The  Mokal  Significance  of  the  Primaby 

Period 

In  the  child^s  response  to  images  is  the  basis 
of  future  control.  Dramatic  play  rehearses  the 
child  in  motor  control  in  terms  of  inner  con- 
sciousness and  images.  Self-control  may  he 
defined  as  one's  power  to  control  one's  will  in 
terms  of  one's  imagery. 

The  Primary  period  sees  the  child  con- 
sciously projecting  ends  for  the  first  time.  He 
begins  to  project  ends  that  are  his  very  own, 
and  he  finds  joy  in  working  to  realize  a  pre- 
conceived image.  This  delight  in  the  exercise 
of  the  power  of  projecting  ends  causes  him  to 
resent  the  interference  of  his  elders.    This  ex- 

[92] 


PRIMAEY  DEPAETMENT 

plains  the  cases  of  self-will  often  seen  in  chil- 
dren seven  or  eight  years  of  age.  The  child 
loves  to  test  his  own  strength  and  skill.  His 
success  is  individualistic.  Team  play  will  de- 
velop later.  The  *  *  self-willed '  *  child  must  learn 
to  consider  the  ends  of  others  as  well  as  his 
own.  He  must  be  socialized  to  prevent  selfish- 
ness. It  is  the  duty  of  home  and  church  and 
school  to  socialise  the  child's  capacity  to  pro- 
ject ends.  Impersonation  is  simply  the  child 
at  work  projecting  himself  into  his  environ- 
ment. This  must  be  used  as  a  tool  to  acquaint 
the  child  with  an  ideal  social  world  to  whose 
standards  he  must  conform. 

Work  and  play  must  be  brought  together 
through  constructive  work,  art  work,  painting, 
weaving,  etc.  The  child  must  bring  the  real 
and  the  ideal  together  by  living  the  real  and  the 
ideal  together,  by  having  a  real  life  glorified  by 
the  great  ideals  of  religion.  When  the  real  life 
can  be  so  idealized  in  conduct,  life  and  religion 
will  be  together;  religion  will  be  life,  and  life 
will  be  religion. 

Professor  Coe  says:  '*The  unity  of  good 
character  consists  in  holding  to  a  social  end  or 
purpose  through  a  period  of  time,  and  making 
the  details  of  conduct  all  contribute  to  that 
end.*'*  But  it  is  just  this  ability  to  select  a 
social  end  and  hold  it  in  mind  for  an  extended 
time  which  the  child  does  not  have  developed  at 
this  time.  Commenting  on  the  child's  in- 
capacity for  sustained  active  attention  at  this 

*Proc$€ding8  of  N.  E,  A.,  1911. 

[03] 


THE  CHURCH  SCHOOL 

time,  Professor  Bagley  says:  '*If  we  think  of 
morality  as  the  subordination  of  momentary 
impulse  to  a  remote  end,  we  must  consider  the 
child  at  this  time  of  his  life  as  neither  moral 
nor  immoral,  but  rather  unmoral.  Since  he  is 
largely  incapable  of  inhibiting  unsocial  im- 
pulses with  reference  to  an  ideal, — for  he 
lives  in  a  world  of  reals,— he  must  some- 
times be  forced  to  this  inhibition  by  the  in- 
centives of  pleasure  and  pain — using  these 
terms  in  a  strictly  physical  sense.  Gradu- 
ally, as  the  ability  to  hold  in  mind  the 
more  remote  and  intangible  ideas  comes  to 
be  developed,  these  primitive  methods  may  give 
place  to  those  of  higher  degree.  The  child  will 
recognize  that  the  unsocial  impulse  may  prof- 
itably be  sacrificed  in  order  to  gain  a  reward  or 
avoid  a  punishment  which  his  widening  experi- 
ence now  reveals  to  him.  At  a  still  later 
period, — probably  not  until  the  onset  of  ado- 
lescence,— the  abstract  ideas  of  honor,  duty, 
and  obedience  functioning  in  conceptual  judg- 
ments, may  come  to  dominate  his  conduct.'*' 
The  foregoing  discussion  makes  it  clear  that 
the  pedagogy  of  the  Primary  period  must  in- 
clude the  following  rules. 

a.  Present  social  ends  in  terms  of  vivid  con- 
crete imagery.  Stories  of  real  and  ideal  per- 
sons who  lived  lives  of  real  service,  and  found 
favor  with  God  and  man,  are  the  most  powerful 
educational  instruments. 

b.  Stimulate  the  child's  active  attention  to 

^Educative  Process,  pp.  189-190. 

[94] 


PRIMARY  DEPARTMENT 

these  ends,  associating  pleasure  with  social 
conduct,  and  pain  and  displeasure  with  non- 
social  acts. 

5.  The  Material  of  the  Curriculum 
The  lessons  in  this  department,  as  in  the  Be- 
ginners^ Department,  should  be  arranged  in 
series,  under  related  themes.  Stories  largely 
drawn  from  the  Bible  must  be  selected  to  illus- 
trate the  themes.  The  lessons  should  be  modi- 
fied in  succeeding  years  to  meet  the  needs  of 
the  growing  reason  and  the  self -asserting  will, 
as  pointed  out  in  the  discussion  of  the  Primary 
child's  nature. 

This  year's  work  should  be  devoted  largely 
to  the  creation  stories  and  other  stories  ex- 
pressing God's  power,  love  and 
First  Year  carc.  The  two  preceding  years  in- 
troduced the  child  to  God  as  a  loving  Father. 
This  year  must  teach  the  child  more  about  the 
loving  Father, — ^his  power,  love  and  care,  and 
awaken  within  the  child  responsive  love,  trust 
and  obedience.  In  addition  to  stories  of  God 's 
power  and  love,  and  stories  of  the  fitting  re- 
sponse of  men  to  God,  in  worship,  praise  and 
obedience,  this  year's  work  should  introduce 
stories  showing  how  God  can  be  pleased  by 
right  conduct.  It  must  be  remembered  that 
this  is  the  period  when  one  must  learn  to  so- 
cialize his  conduct, — to  live  in  groups.  The 
child  must  have  stories  of  how  God's  children 
have  handled  themselves  in  all  sorts  of  situa- 
tions and  they  should  be  given  practice  in  han- 

[95] 


THE  CHURCH  SCHOOL 

dling  themselves  in  the  same  way  in  similar 
situations.  It  was  very  appropriate  that  the 
International  Graded  Lessons  should  contain 
such  topics  as : 

Joseph  Obeying  His  Father 
Joseph  ^s  Unkind  Brothers 
Joseph's  Kindness  to  His  Brothers 
How  Abraham  Stopped  a  Quarrel 
Four  Young  Men  Choosing  the  Right 
David's  Care  of  the  Sheep 
A  Captive  Maid  Trying  to  Help 

In  teaching  these  lessons  it  must  be  remem- 
bered that  the  purpose  is  to  secure  control 
through  right  imagery. 

The  International  Graded  Course  has  an- 
nounced  the   following   aims   for   this   year's 

work: 
Second  Year  (1)  To  show  the  ways  in  which 

children  may  express  their  love,  trust  and 
obedience. 

(?.)  To  show  Jesus  the  Saviour,  in  his  love 
and  work  for  men. 

(3)  To  show  how  the  helpers  of  Jesus  and 
others  learn  to  do  God's  will.  This  third  item 
is  the  one  to  be  stressed.  Children  must  have 
concrete  examples  of  men  and  women  who  have 
done  God's  will.  These  examples  should  be 
brought  closer  home.  The  children  should  have 
pointed  out  the  virtues  as  they  are  exemplified 
in  their  own  lives,  and  in  the  lives  of  others. 

The  themes  of  the  year  will  include  stories  of 
God's  house,  God's  day,  God's  book,  etc.;  sto- 

[96] 


PRIMARY  DEPARTMENT 

ries  showing  obedience  to  God's  will;  childhood 
stories  of  Jesus,  and  stories  of  helpers  of  Jesus 
in  this  and  other  lands.  These  stories  should 
be  made  very  concrete  and  real  to  the  children. 
This  year's  work  seeks  to  build  upon  the 
work  of  the  first  and  second  years  by  telling : 

(1)  About  people  who  chose  to 

Third  Year  ^^    ^^^^^    ^.jj^ 

(2)  How^  Jesus  by  his  life  and  words  and 
wonderful  works  revealed  the  Father's  love 
and  will  for  us. 

(3)  Such  stories  as  will  make  a  strong  ap- 
peal to  the  child  and  arouse  within  him  a  desire 
to  choose  and  do  that  which  God  requires  of 
him. 

In  order  that  these  Bible  stories  may  issue  in 
conduct  in  the  lives  of  the  children  the  stories 
must  be  very  real — the  characters  must  not  be 
far  off,  must  not  be  other-worldly  beings — they 
must  be  real  flesh-and-blood  men  and  women. 

Children  are  interested  in  the  marvelous  and 
wonderful  only  when  it  relates  to  the  here  and 
now.  This  means  that  pictures,  models,  sand 
and  clay  and  every  conceivable  method  of  illus- 
tration must  be  used  to  make  the  truth  real, 
vital  and  immediate. 

6.    EXPRESSIONAL  WOEK  FOR  THE  PrIMAEY 

Department 

The  expressional  work  for  the  Primary  De- 
partment cannot  be  divorced  from  the  work  of 
instruction.  The  parents  and  the  teachers 
must  direct  this  work  in  connection  with  the 

[97] 


THE  CHURCH  SCHOOL 

regular  lesson  topics.  There  should  be  no 
^'Buds  of  Hope,'^  ''Sunbeams'^  or  other  sep- 
arate organizations  for  teaching  temperance, 
missions  or  any  other  theme.  All  these  topics 
should  find  their  proper  place  in  connection 
with  the  regular  lesson  topics. 

The  child  learns  in  the  regular  lesson  that  his 
body  is  the  gift  of  God.  In  connection  with  this 
lesson  he  may  be  taught  to  care  for  his  body  as 
the  temple  of  the  living  soul.  A  temperance 
lesson  thus  taught  will  find  itself  related  to  the 
whole  problem  of  life  and  when  so  related  it 
will  be  remembered. 

It  must  be  kept  in  mind  that  the  great  task  of 
this  period  is  to  teach  the  child  to  project  his 
ends  in  the  interest  of  the  group  in  terms  of  a 
great  religious  ideal.  The  home  and  the  school 
constitute  his  world.  The  home  group  and  the 
immediate  classmates,  who  are  also  his  play- 
mates, constitute  the  society  in  which  the  child 
is  to  be  taught  control  through  imagery  of  ideal 
conduct. 

The  home  should  be  a  real  democracy  in 
which  parents  and  children  live  a  common  life 
a.  Home  together.      There    should  be   com- 

Activities  radeship,  love,  cooperation.     Such 

a  home  offers  lessons  in  helpfulness,  forbear- 
ance, self-control.  When  the  child  comes  to  the 
age  when  he  seeks  to  project  his  own  ends  at 
the  expense  of  others,  the  home  should  enforce 
the  **rule  of  the  majority.'*  The  child  should 
not  be  permitted  to  gratify  his  own  wishes  at 
the  expense  of  others.    He  should  be  assigned 

[98] 


PRIMARY  DEPARTMENT 

regular  ** chores''  or  tasks  for  which  he  is  held 
responsible.  These  should  be  social  tasks.  He 
must  do  certain  parts  of  the  family  work,  carry- 
in  the  wood,  wash  the  dishes,  etc.  He  must 
share  in  the  labor  and  the  pleasure  of  the 
group.  In  enforcing  this  rule  of  the  home 
group,  the  parents  should  make  use  of  the  re- 
ligious imagery  which  the  church  school  is 
teaching.  In  this  way  the  church  stamps  its 
ideals  upon  the  home  and  the  home  in  turn 
stamps  them  upon  the  child. 

The  child's  prayers  should  be  petitions  for 
help  to  be  kind,  helpful,  obedient.  They  should 
seek  God's  help  to  live  with  others  helpfully. 
Stories,  home  readings  and  games  should  be  se- 
lected with  a  view  to  socializing  the  child's 
conduct. 

Parents  of  Primary  children  should  assist 
their  children  with  the  home  work  assigned  by 
the  church  school.  The  lessons  and  stories 
should  be  talked  over  together  and  the  imagery 
of  the  lessons  should  be  used  as  a  basis  of  con- 
trol in  the  daily  life  of  the  home. 

The  day  school  performs  a  great  service  to 
society  in  socializing  conduct.  The  discipline 
b.  Day  School  ^^  ^^®  school,  tho  group  activities, 
Activities  qIq^  are  all  valuable  factors  in  es- 

tablishing control  in  terms  of  the  best  interests 
of  the  group.  The  home  and  the  church  school 
should  correlate  their  work  with  that  of  the 
day  school. 

(1)  Worship.  The  Primary  Department 
should  provide  carefully  planned  services  of 

[99] 


THE   CHURCH  SCHOOL 

worship.    The  prayers  should  be  simple,  beauti- 

church         ^^^    petitions.      The    child    should 

School  learn  to  talk  with  his  loving  heav- 

Activities 

enly  Father.  The  songs  must  be 
beautiful,  and  selected  to  suit  the  lesson 
themes. 

The  prayers  and  songs  used  in  the  general 
exercises  of  the  department  should  be  taught  to 
the  children  at  home  and  at  the  class  hour.  The 
t^orship  period  is  not  the  time  to  give  lessons 
in  vocal  music,  or  exposition  of  texts.  The 
school  should  use  in  its  worship  only  that  ma- 
terial which  has  been  taught  elsewhere. 

As  samples  of  the  beautiful  poetry  which 
may  be  learned  by  the  children  and  used  in  the 
worship  service  of  this  department,  the  follow- 
ing selections  relating  to  God,  the  Creator  and 
wonderful  Father,  are  given : 

Can  you  count  the  stars  that  brightly 

Twinkle  in  the  midnight  sky? 

Can  you  count  the  clouds  so  lightly 

O'er  the  meadows  floating  by? 

God,  the  Lord,  doth  mark  their  number 

With  his  eyes   that  never  slumber; 

He  hath  made  them  every  one. 

— Selected. 

Little  beam  of  rosy  light, 

Who  has  made  you  shine  so  bright? 

Little  bird  with  golden  wing. 
Who  has  taught  you  how  to  sing? 

— Primary  Teacher's  Text,  First  Tear,  Part  I. 

Back  of  the  loaf  is  the  snowy  flour, 
And  back  of  the  flour  is  the  mill, 

[100] 


PRIMARY  DEPARTMENT 

And  back  of  the  mill  is  the  wheat  and  the  shower, 
And  the  sun  and  the  Father's  will. 

—Primary  Teacher's  Text,  First  Tear,  Part  I. 

Do  you  know  how  many  children 
Rise  each  morning  blithe  and  gay? 
Can  you  count  the  little  voices, 
Singing  sweetly  day  by  day? 
God  hears  all  the  little  voices, 
In  their  pretty  songs  rejoices. 
He  doth  love  them  every  one. 

— Selected. 

The  Silver  Moon 

"0  moon,  silver  moon,  you  are  shining  so  bright, 
I  wonder,  dear  moon,  what  you're  watching  tonight. 
Do  you  watch  the  white  clouds  like  ships  sailing  by? 
Do  you  watch  the  bright  stars  twinkle  up  in  the  sky? 
The  wee  sleepy  babies  so  dimpled  and  small. 
The  red  rose  asleep  by  the  gray  garden  wall? 

0  moon,  silver  moon,  you  are  shining  so  bright, 

1  wonder,  dear  moon,  what  you're  hearing  tonight. 
Do  you  hear  the  soft  song  that  the  little  brook  sings? 
Do  you  hear  the  low  rustle  of  fluttering  wings? 

The  faint  little  chirp  that  the  mother  bird  makes 
When  one  of  the  baby  birds  startles  and  wakes? 

0  moon,  silver  moon,  send  your  tenderest  light. 
On  all  the  dear  children  who  slumber  tonight; 
Look  lovingly  down  from  the  dark  midnight  sky, 
And  steadily  shine  while  the  hours  go  by, 
And  tell  of  our  Father  who  watches  above. 
Protecting  and  keeping  us  all  with  His  love." 

— Primary  Teacher's  Text,  Second  Year,  Part  IV. 

(2)  Classroom  Activity.  The  lesson  stories 
must  be  retold  by  each  child.  This  may  be  done 
orally,  in  pantomime,  by  drawing,  dramatiza- 

[101] 


THE  CHURCH  SCHOOL 

tion,  paper  cutting,  modeling.  It  is  essential 
that  the  lesson  get  into  the  muscles,  and  this 
can  be  done  only  by  the  backlash  of  expression. 
The  class  must  be  kept  small  to  make  it  pos- 
sible for  the  teacher  to  direct  the  work  of  each 
child. 

(3)  Group  Benevolences  and  Social  Life. 
The  child  must  be  taught  to  carry  out  his  plans 
as  a  member  of  a  group.  The  little  class  forms 
a  good  basis  for  group  activity.  Having 
studied  a  lesson  about  God's  care  for  the  needy, 
they  may  be  told  of  the  needy  children  in  their 
own  community,  and  together,  with  the  wise 
leadership  of  the 'teacher,  they  may  plan  to  do 
something  to  relieve  the  need.  The  point  to  be 
insisted  upon  here  is  that  they  do  it  as  mem- 
bers of  a  group.  They  may  carry  flowers  to 
the  sick,  bring  pennies  to  buy  milk  for  sick 
babies,  etc.  But  they  are  doing  it  as  a  class, 
not  as  individuals.  Together  they  discuss  the 
proper  disposition  of  the  class  funds.  It  is 
their  treasury  and  their  service  to  the  needy. 

The  class  may  have  its  little  parties  at  which 
appropriate  games  are  played.  This  again 
creates  a  comradeship  which  makes  the  ideals 
of  the  group  the  ideals  of  all  the  individuals  of 
the  group. 

Through  stories,  pictures,  models,  and  by 
the  presence  of  Indians,  Japanese,  Chinese, 
etc.,  in  the  community  they  get  their  early  ideas 
of  God's  great  family  in  many  lands.  Object 
lessons  and  stories  of  the  child  life  of  other 
lands  will  make  these  people  real  to  the  Pri- 

[102] 


PRIMARY  DEPARTMENT 

mary  children  and  they  can  thus  have  their 
sympathies  aroused  by  learning  that  these  chil- 
dren do  not  enjoy  blessings  which  the  mem- 
bers of  the  class  enjoy.  Their  response  is  real 
missions. 

The  child's  interest  in  foreign  missions  must 
not  be  forced.  His  world  is  the  home  and 
school,  plajonates,  pets,  acquaintances.  It  is 
important  that  he  live  a  life  which  fills  this 
world  full. 

7.  Organization 

This  department  will  be  organized  with  the 
following  officers : 

a.  Superintendent.  The  duties  outlined  in 
chapter  V  for  the  superintendent  of  the  Begin- 
ners'  Department  will  all  apply  to  this  officer. 
In  planning  the  work  of  this  department  the 
superintendent  will  get  much  help  from  Miss 
Thomas '  *  ^  Primary  Lesson  Detail.  * '  With  this 
concrete  pattern  each  superintendent  should 
build  an  individual  plan  book  suited  to  local 
conditions. 

b.  Secretary 

c.  Music  leaders,  who  are  in  sympathy  with 
the  ideals  of  the  department. 

d.  Class  Teachers.  Classes  should  be  small, 
six  or  eight  children  being  enough  for  one 
teacher.  The  class  teachers  will  be  in  charge 
of  much  of  the  expressional  work,  and  it  mil 
be  impossible  for  this  to  be  done  in  larger 
groups. 

Primary  teachers  should  prepare  a  detailed 

[103] 


THE  CHURCH  SCHOOL 

plan  book  for  each  class  lesson  and  also  for 
each  expressional  period.  Frequent  confer- 
ences with  the  superintendent  and  teachers  of 
the  department  are  absolutely  essential  for  ef- 
ficient work. 

8.  Equipment 

a.  Department  Rooms 

(1)  Kind  of  rooms 

If  possible  have  an  assembly  room  with 
rooms  for  each  class  adjoining,  i.  e.,  first,  sec- 
ond and  third  grades;  separate  from  other 
departments,  and  on  the  first  floor;  full  of 
sunshine,  light  from  side  and  back. 

A  cloakroom  should  be  provided  for  chil- 
dren's wraps.  These  should  always  be  re- 
moved. 

Have  the  rooms  beautiful  and  harmonious  in 
color.    Colors  should  be  soft  and  restful. 

(2)  Furnishings  of  rooms 

There  should  be  sufficient  furniture  in  the 
assembly  room  and  class  rooms  to  make  it  un- 
necessary to  move  the  furniture  from  room  to 
room  during  the  session  of  the  school. 

(a)  Kindergarten  tables  and  chairs.  Avoid 
red  chairs.  The  Moulthrop  chair  is  most  satis- 
factory.* 

Height  of  tables,  22  to  27  inches. 
Height  of  chairs,  11  to  14  inches. 

(b)  Piano 

(c)  Teacher's  desk 

(d)  Sand  trays  may  be  used  for  story  work. 

*Langslow,  Fowler  Co.,  Eoehester;  N.  Y. 

[104] 


PRIMARY  DEPARTMENT 

These  should  be  zinc-lined  and  placed  on  top  of 
tables. 

(e)  Blackboard.  This  should  be  built  in  the 
front  walls  of  the  room  and  should  be  low 
enough  so  the  children  can  reach  it. 

(f )  Case  for  equipment.  Have  drawers  and 
trays  and  label  all  material. 

(g)  Furniture  should  be  in  harmony  with 
the  color  scheme  of  the  rooms. 

(h)  Rug,  in  harmony  with  the  color  scheme 
of  the  room. 

(i)  Pictures,  hung  low  enough  to  be  touched 
by  the  children. 

Among  those  suitable  are  the  following: 

The  Sistine  Madonna,  Raphael 

The  Good  Shepherd,  Plockhorst 

The  Madonna  of  the  Chair,  Raphael 

The  Divine  Shepherd,  Murillo 

Christ  Blessing  Little  Children,  Plockhorst 

Detail  Head  of  the  Boy  Christ,  Hofmann 

b.  Equipment  for  Lesson  Teaching. 

(1)  Pictures 

(a)  Large  pictures  mounted  for  class  use. 

(b)  Small  pictures  for  illustrating  stories  in 
note  books. 

(2)  Models  and  objects  for  illustrating  les- 
sons. Sheep-fold,  tents,  ram^s  horn,  mill, 
scroll,  camels,  water  jars,  wells,  oriental 
houses,  missionary  object  material,  dolls,  etc. 
(These  may  be  secured  from  Wm.  H.  Dietz  & 
Co.,  Chicago,  111.,  or  from  any  denominational 
publishing  house.) 

[106] 


THE  CHURCH  SCHOOL 

(3)  Primary  books.  Bible  stories,  music, 
art,  handwork,  etc/ 

(4)  Equipment  for  illustrating  stories. 
Scissors,  paper  for  cutting,  pencils,  drawing 
paper,  paints,  colored  paper,  paste,  etc." 

(5)  Clay  and  sand  may  be  secured  from 
Thomas  Charles  Co.,  Chicago,  or  A.  Flanagan 
Co.,  Chicago. 

(6)  Cabinet  collection.  Material  for  illus- 
trating stories.  The  children  can  bring  much 
of  this  material  from  their  homes. 

9.  Program 

As  in  the  Beginners'  Department,  the  pro- 
gram of  exercises  is  so  constructed  as  to  pro- 
vide for  instruction,  expression  and  worship. 
It  is  important  that  the  home  cooperate  with 
the  teachers  by  giving  opportunity  for  the  re- 
statement of  the  lesson  at  home  and  by  di- 
recting the  religious  impulse  in  expressions 
suitable  to  the  child's  needs.  Here  again  the 
graded  lessons  should  provide  detailed  direc- 
tions to  parents. 

The  following  is  a  suggested  program  for 
Christmas.  The  songs,  prayers,  story  and 
handwork  are  planned  to  harmonize  with  the 
Christmas  theme.  Special  programs  may  be 
worked  out  for  Thanksgiving  and  Easter,  fol- 
lowing the  same  general  plan.     The  general 

*  See  lists,  at  the  close  of  this  chapter. 

*See  catalogiie  of  Thomas  Charles  Co.,  Chicago;  or  Milton 
Bradley  Co.,  Springfield,  Mass. 

[106] 


PRIMARY  DEPARTMENT 

outline    will    apply    to    the    regular    Sunday 
sessions  of  the  school. 

Part  I.     Devotional  Period 

(1)  Quiet  Music 

This  should  be  beautiful  and  quiet,  instru- 
mental music  creating  an  atmosphere  of  devo- 
tion. 

(2)  Prayer  Song 

"For  the  new  morning  with  its  light, 

For  rest  and  shelter  of  the  night, 

We  thank  the  heavenly  Father. 

For  health  and  food,  for  love  and  friends, 

For  everything  his  goodness  sends, 

We  thank  the  heavenly  Father." 


— Selected, 


(3)  Greeting 
Just  a  word  from  teacher  or  children. 


(4)  Opening  song  and  response 

"The  Lord  is  in  his  holy  temple. 

The  Lord  is  in  his  holy  temple. 

Let  all  the  earth  keep  silence. 

Let  all  the  earth  keep  silence  before  him. 

Keep  silence,  keep  silence  before  him." 

— Selected. 
Response 

"This  is  the  day  the  Lord  has  made, 
We  will  rejoice  and  be  glad  in  it." 

(5)  Song 

"For  Jesus  born  a  little  child. 
We  thank   our  heavenly   Father; 

For  Jesus  loving,  kind  and  mild, 
We  thank  our  heavenly  Father; 

For  Jesus  Christ,  the  children's  Friend, 

Who  in  our  hearts  his  love  doth  send, 

[107] 


THE  CHURCH  SCHOOL 

For  Christ  who  helps  us  to  the  end, 
We  thank  our  heavenly  Father." 
(For  music  see  Sunday  Songs  for  Little  Singers,) 

(6)  A  talk  with  the  children  about  the 
Cliristmas  gifts 

(a)  First,  talk  with  the  children  about  the 
heavenly  Father's  many  gifts.  Recall  Thanks- 
giving stories.  Why  are  we  all  so  happy  now? 
God's  greatest  gift. 

(b)  Children  have  many  little  gifts  made  to 
be  given  to  the  poor  or  sick,  and  perhaps  chil- 
dren of  other  lands.  Others  have  today 
brought  dolls,  story  books,  pictures,  etc.  Some 
have  saved  pennies  to  give. 

(c)  Plan  together  how  and  when  to  send 
these. 

(d)  Let  children  tell  God  how  glad  they  are. 
Teacher  directs  little  prayers. 

(7)  Children  in  circle  for  offering 

All  to  march  and  leave  offering  (any  of  the 
above),  singing  as  they  march: 

Little  Child's  Gift  Cakol 

"Happy,  happy  Christmas!   Let  our  voices  chime, 
Long  ago  was  Jesus  born,  at  this  blessed  time, 
Happy,  happy  Christmas,  therefore  do  we  sing. 
As  our  little  gifts  of  love  to  our  friends  we  bring." 

— Foulsson,  Holiday  Songs. 

(8)  Prayer  for  offering  (given  by  teacher). 
Children  may  stand  back  of  chairs  with  heads 
bowed  and  arms  folded  or  they  may  kneel  at 
chairs. 

[  108  ] 


PRIMARY  DEPARTMENT 

Part  II.     Story  Period 

(1)  Talk  with  children  a  little  while  about 
the  Bible  story  of  the  birth  of  Christ  that  you 
are  going  to  tell.  Let  them  ask  questions  or 
talk.  Have  the  Bible  and  show  them  where  the 
story  is  told. 

(2)  Quiet  moment. 

(3)  Story  told. 

Tell  the  story  in  a  very  simple  way,  quoting 
parts  from  St.  Luke.  See  Beginners'  and  Pri- 
mary Graded  Course  for  story;  also  ** Child 
Religion  in  Song  and  Story''  and  good  books 
on  Bible  stories.  Read  Bible  story  very  care- 
fully. Show  picture  of  the  '*Holy  Night"  or 
the  **Sistine  Madonna"  as  story  is  told.  It  is 
always  best  just  to  tell  the  story  of  the  birth  at 
this  time  and  leave  the  story  of  the  wise  men 
until  after  Christmas. 

Part  III.    Expressional  Period 

In  a  very  short  time  the  children  may  paste  a 
little  picture  of  the  Sistine  Madonna  or  the 
Holy  Night  on  a  plain  piece  of  cardboard  or  in 
a  little  folder  and  tie  it  with  red  or  green  rib- 
bon. A  little  spray  of  holly  may  be  pasted  on 
or  colored  by  the  children.  This  makes  a  little 
gift  to  be  taken  home  to  mother  and  also  helps 
the  child  to  remember  the  story. 

Dismiss  with  an  appropriate  closing  prayer 
by  the  teacher. 


[109] 


THE  CHURCH  SCHOOL 

10.  Tests  for  the  Primary  Department 

Are  the  Primary  children  showing  an  in- 
creasing interest  in  the  welfare  of  others? 

Have  the  children  been  taught  the  great 
Bible  stories  showing  the  heavenly  Father's 
love,  and  have  they  related  these  stories  till 
they  are  a  part  of  their  very  nature! 

Have  the  Primary  children  learned  to  love 
God's  book,  God's  day,  and  God's  house,  and  is 
this  love  shown  by  their  habitual  behavior  in 
church  and  their  regard  for  the  Lord's  Day? 

Are  parents  being  urged  to  help  their  chil- 
dren with  their  lessons  for  the  church  school, 
and  do  they  revive  and  restate  the  lessons  so 
that  the  conduct  of  the  week  is  determined  by 
the  vivid  imagery  of  the  weekly  lessons? 

Do  the  Primary  teachers  see  that  the  Bible 
lessons  are  worked  over  into  appropriate  re- 
sponses, by  supervising  handwork,  and  by 
social  and  benevolent  responses  suitable  to 
Primary  grades? 

What  games  do  the  children  play?  What 
books  have  thev  read?  Check  the  books  listed 
in  this  chapter  that  are  in  the  homes  in  your 
community. 

What  books  have  the  Primary  teachers  read 
during  the  past  year?  Check  the  books  for 
teachers  listed  in  this  chapter  which  are  in  your 
'teachers'  library. 

Compare  the  notebooks  of  the  third-year 
pupils  with  those  of  the  first-year  pupils.  Do 
they  show  progress? 

[110] 


PRIMARY  DEPARTMENT 

Have  the  parents  of  the  Primary  children 
been  called  together  frequently  for  frank  dis- 
cussions regarding  the  purpose  of  the  lessons 
in  the  Primary  grades?  Have  they  been  in- 
structed regarding  expressional  work  at  home, 
and  have  they  been  advised  what  books  parents 
should  buy  to  aid  them  in  rearing  young  chil- 
dren? 

In  short,  has  God's  will  been  made  so  con- 
crete that  its  vivid  imagery  leads  the  child  to 
do  God's  will!  Is  conduct  socialized  in  terms 
of  good  will! 

11.  Songs  for  the  Primary  Grades 

a.  Devotional  and  Offering  Songs 
'^Thanks  for  the  Daily  Blessings,"  Hill,  Song  Stories  for 

the  Kindergarten,  p.  3. 
"A  Morning  Thanksgiving/'  Poulsson,  Holiday  Songs,  p. 

73. 
"Thanks  for  Constant  Care,"  Hill,  Song  Stories  for  the 

Kindergarten,  p.  19. 
"Morning  Hjonn,"  Mills  and  Merriman,  Nature  Songs  and 

Stories,  p.  70. 
"A  Song  of  Thanks,"  Poulsson,  Holiday  Songs,  p.  72. 
"Morning  Hymn,"  Walker  and  Jenks,  Songs  and  Games 

for  Little  Ones,  p.  7. 
"Offering  Song,"  Ferris,  The  Sunday  Kindergarten. 
"Little  Child's  Gift  Carol,"  Poulsson,  Holiday  Songs,  p. 

86. 
"Father  in  Heaven,"  Danielson  and   Conant,    Songs  for 

Little  People. 

b.  Songs  Suitable  for  Primary  Lessons 

"God's  Love,"  Hill,  Song  Stories  for  the  Kindergarten,  p. 
72. 

[Ill] 


THE  CHURCH  SCHOOL 

"God's  Work,"  Hill,  Song  Stories  for  the  Kindergart$n, 
p.  71. 

"God,  Make  My  Life  a  Little  Light,"  Walker  and  Jenks, 
Songs  and  Games  for  Little  Ones,  p.  13. 

"Jesus,  Friend  of  Little  Children,"  Danielson  &  Conant, 
Songs  for  Little  People,  p.  25. 

"Little  Lamb,  Who  Made  Thee?"  Danielson  &  Conant, 
Songs  for  Little  People,  p.  8. 

"Blessings  on  Effort,"  Hill,  Song  Stories  for  the  Kinder- 
garten, p.  26. 

c.  Autumn  Songs 

"Where  Do  All  the  Daisies  Go?"  Walker  and  Jenks, 
Songs  and  Games  for  Little  Ones,  p.  47. 

"Nature's  Good  Night,"  Hill,  So7ig  Stories  for  the  Kinder- 
garten, p.  22. 

"Come,  Little  Leaves,"  Walker  and  Jenks,  Songs  and 
Games  for  Little  Ones,  p.  44. 

"Autumn,"  Mills  &  Merriman,  Nature  Songs  and  Stories, 
p.  14. 

"Goodbye  to  Summer,"  Eleanor  Smith.     No.  18. 

d.  Thanksgiving  Songs 
"Thanksgiving  Song,"  Hill,  Song  Stories  for  the  Sunday 

School,  p.  27. 
"flarvest   Song,"    Danielson  &  Conant,    Songs  for  Little 

People. 
"Can  a  Little  Child  Like  Me?"  Walker  and  Jenks,  Songs 

and  Games  for  Little  Ones,  p.  8. 
"'We  Thank  Thee,"  Poulsson,  noliday  Songs,  p.  76. 
"Thanksgiving  Day,"  Poulsson,  Holiday  Songs,  p.  77. 
"A  Song  of  Thanks,"  Poulsson,  Holiday  Songs,  p.  72. 
"We   Plough   the   Fields,    Chamberlin,   Child   Religion   in 

Song  and  Story,  (Walks  with  Jesus)  p.  222. 

e.  Christmas  Songs 
"Little  Child's  Gift   Carol,"  Poulsson,  Holiday  Songs,  p. 

[112] 


PRIMARY  DEPARTMENT 

**The  First  Christmas,''  Poulsson,  Holiday  Songs,  p.  03. 

"Shine  Out,  0  Blessed  Star,"  Walker  and  Jenks,  Songs 
and  Games  for  Little  Ones,  p.  63. 

"Children,  Can  You  Truly  Tell?"  Walker  and  Jenks, 
Songs  and  Games  for  Little  Ones,  p.  71. 

"Christmas  Manger  Hymn,"  Danielson  &  Conant,  Songs 
for  Little  People,  p.  35. 

"Ring,  Merry  Christmas  Bells,"  Jenks  &  Rust,  Song 
Echoes  from  Child  Land,  p.  68. 

"Clu'istmas  Night,"  Hill,  Song  Stories  for  the  Kinder- 
garten, p.  33. 

"In  Another  Land  and  Time,"  Eleanor  Smith,  Part  I. 

"The  Blessed  Star,"  Conant,  Songs  for  Little  Children. 

"While  Stars  of  Christmas  Shine,"  Poulsson,  Holiday 
Songs,  p.  95. 

"The   First   Christmas   Song,"   Poulsson,  Holiday   Songs, 

p.  96. 

f.  Easter  and  Awakening  Songs 

"Awake!   Awake!"  Poulsson,  Holiday  Songs,  p.  29. 
"Easter  Morning,"  Poulsson,  Holiday  Songs,  p.  26. 
"The  Waking  Flowers,"  Hill,  Song  Stories  for  the  Sunday 

School,  p.  38. 
"God  Sends  His  Bright  Spring  Sun,"  Chamberlin,  Child 

Religion  in  Song  and  Story,  p.  235. 
"Lilies  Sweet,"  Poulsson,  Holiday  Songs,  p.  25. 
"At  Easter  Time,"  Walker  and  Jenks,  Songs  and  Games 

for  Little  Ones,  p.  20. 
"The   Spring  of  the  Year,"    Mills  &  Merriman,    Nature 

Songs  and  Stories,  p.  47. 
"Easter   Song,"   Danielson   &   Conant,  ''Songs  for  Little 

People,  p.  54. 
"Waiting  to  Grow,"  Sheet  Music. 
"In  the  Snowing  and  the  Blowing,"  Smith,  Kindergarten 

Songs. 
"Easter  Song,"  Eleanor  Smith,  Part  I,  No.  14. 
"Easter  Song,"  Gaynor,  Songs  for  the  Child  World,  No. 

28. 

[113] 


THE  CHURCH  SCHOOL 

"Awake,  Says  the  Sunshine/'  Eleanor  Smith,  Part  I,  No. 

13. 
"Give,  Said  the  Little  Stream,"  Danielson  &  Conant,  Songs 

for  Little  People,  No.  64. 

12.  PiCTUKES  Suitable  for  the  Peimary  Grades 

First  Grade 

Baby  Stuart,  Van  Bych 

The  First  Step,  Millet 

The  Knitting  Lesson,  Millet 

Can't  You  Talk?  Bolmes 

The  Plight  Into  Egypt,  Van  Dyck 

The  Nativity,  Ilofmann 

The  Arrival  of  the  Shepherds,  Lerolle 

Saved,  Lands eer 

The  Sistine  Madonna,  Raphael 

Interior  of  a  Cottage,  Israels 

Second  Grade 

A  Helping  Hand,  Benouf 

Milking  Time,  Dupre 

The  Children  of  the  Shell,  Murillo 

Shoeing  the  Horse,  Landseer 

The  Madonna  of  the  Chair,  Raphael 

The  Sower,  Millet 

Holy  Night,  Correggio 

Embarkation  of  the  Pilgrims,  Weir 

Girl  with  Cat,  Hoecker 

Third  Year 

The  Song  of  the  Lark,  Breton 
Pilgrims  Going  to  Church,  Boughton 
The  Finding  of  Moses,  Delaroche 
Lions  at  Home,  Rosa  Bonheur 
Dignity  and  Impudence,  Landseer 
The  Angelus,  Millet 
St.  Anthony  of  Padua,  Murillo 

[114] 


PRIMARY  DEPARTMENT 

Feeding  Her  Birds,  Millet 

A    Distinguished     Member     of     the     Humana     Society, 

Landseer 
The  Knitting  Shepherdess,  Millet 

CLASSIFIED    BOOK    LISTS    FOR    THE 

PRIMARY  DEPARTMENT 

1.  Books  foe  Primary  Teachers 

Weigle,  The  Pupil  and  the  Teacher,  50c.,  George  H.  Doran 

Co.,  New  York. 
DuBois,   The  Natural    Way,   $1.25.     Fleming   H.   Revell 

Co.,  New  York. 
James,  Talks  to  Teachers  on  Psychology,  $1.50.     Henry 

Holt  and  Co.,  New  York. 
DuBois,  The  Point  of  Contact  in  Teaching,  •75c.     Dodd. 

Mead  &  Co.,  New  York. 
Teacher's  Texts  of  the  Primary  Graded  Course,  25c.  each, 

any  denominational  publishing  house. 
Chamberlin  and  Kern,  Child  Religion  in  Song  and  Story^ 

*$1.25.     The  University  of  Chicago  Press,  Chicago. 
Thomas,    Primary    Lesson    Detail,    60c.     Pilgrim    Press, 

Boston. 
Bryant,  How  to  Tell  Stories  to  Children,  •$1.00.    Hough- 
ton, Mifflin  Co.,  Boston. 
Primary  Teachers'  Manual,  $1.00.    American  Baptist  Pub- 
lishing Society,  Philadelphia. 
Wyehe,  Some  Great  Stories  and  How  to  Tell  Them,  $1.00. 

Newson  &  Co.,  New  York. 
Houghton,   Telling  Bible  Stories,  $1.25.     Charles   Scrib- 

ner^s  Sons,  New  York. 
Worcester,  On  Holy  Ground,  two  vols.,  *$1.50  each.    J.  B. 

Lippincott  &  Co.,  Philadelphia. 
Goodridge,  With  Scissors  and  Paste,  25c.     A.  Flanagan 

Co.,  Chicago. 
George,  Primary  Plan  Books,  25c.  each.    A.  Flanagan  Co., 

Chicago. 
Stuart,  Story  of  the  Masterpieces,  •$1.00.    Methodist  Book 

Concern,  New  York. 

[115] 


THE  CHURCH  SCHOOL 

Everyland  Magazine,  60c.  a  year,  Everyland  Publishinf 
Co.,  New  York. 

Primary  Teacher's  Text,  Second  Year,  Part  III  (for 
missions),  25c.,  any  denominational  publishing  house. 

Danielson  &  Conant,  Songs  for  Little  People,  *60c.  Pil- 
grim Press,  Boston. 

Scantlebury,  Homes  of  the  World's  Babies,  50c.  A.  Flan- 
agan Co.,  Chicago. 

Poulsson,  Holiday  Songs,  $2.00.  Milton  Bradley  Co., 
Springfield,  Mass. 

Jenks  &  Rust,  Song  Echoes  from  Childland,  $2.00.  Oliver 
Ditson  Co.,  Chicago. 

2.  Books  for  Parents  of  Primary  Children 

Shearer,  The  Management  and  Training  of  Children. 
*$1.50.    The  Macmillan  Co.,  New  York. 

Harrison,  A  Study  of  Child  Nature,  *$1.00.  Chicago 
Kindergarten  College. 

Coolidge,  First  Aid  in  Nursery  Ailments,  50c.  Sturgis 
and  Walton  Co.,  New  York. 

Talmey,  Genesis,  *$1.50.  Practitioners'  Publishing  Co., 
Chicago. 

St.  John,  Child  Nature  and  Child  Nurture,  50c.  The  Pil- 
grim Press,  Boston. 

Hodges,  The  Training  of  Children  in  Religion,  $1.50.  D. 
Appleton  &  Co.,  New  York. 

Rishell,  The  Child  as  God's  Child,  75c.  Methodist  Book 
Concern,  New  York. 

Key,  The  Century  of  the  Child,  $1.50.  G.  P.  Putnam's 
Sons,  New  York. 

Kerr,  Care  and  Training  of  Children,  75c.  Funk  &  Wag- 
nails  Co.,  New  York. 

Proudfoot,  A  blether's  Ideals,  $1.00.  A.  Flanagan  Co., 
Chicago. 

Teeth,  Tonsils  and  Adenoids  (pamphlet),  free,  Metropol- 
itan Life  Insurance  Co.,  New  York. 

[116] 


PRIMARY  DEPARTMENT 

3.  Books    on    Industbial    Work,    Plays   and 
Games  for  the  Primary  Grades 

Baroness  Von  Palm,  Rainy  Day  Pastimes  for  Children, 

$1.00.    Dana,  Estes  &  Co.,  Boston. 
Henderson    &    Palen,    What   and   Howf     $2.00.      Milton 

Bradley  Co.,  Springfield,  Mass. 
Goodwin,  Goodwin's  Course  in  Sewing,  Books  I  and  II, 

50c.  and  60c.    Frank  D.  Beattys  &  Co.,  New  York. 
Foulsson,  Through  the  Farmyard  Gate,  $1.25.     Lothrop, 

Lee  &  Shepard  Co.,  Boston. 
Walker,  Lady  Hollyhock  and  Her  Friends,   $1.25.  Double- 
day,  Page  &  Co.,  New  York. 
Colson  &  Chittenden,  The  Child  Housekeeper,  $1.00.     A. 

S.  Barnes  &  Co.,  New  York. 
Johnson,  When  Mother  Lets  Us  Cook,  *75c.    Moffat,  Yard 

&  Co.,  New  York. 
Smith,  Games  and  Plays  for  Children,  50c.    A.  Flanagan 

Co.,  Chicago. 
Newton,  Graded  Games  and  Rhythmic  Exercises,  $1.25.    A. 

S.  Barnes  Co.,  New  York. 
White,  The  Book  of  Children's  Parties,  $1.00.     Century 

Co.,  New  York. 
Parsons,  Plays  and  Games  for  Indoor  and  Out,  *$1.50. 

A.  S.  Barnes  &  Co.,  New  York. 
Syrett,  Six  Fairy  Plays  for  Children,  *$1.00.     John  Lane 

Co.,  New  York. 
Canfield,  What  Shall  We  Do  Now?    $1.50.     Frederick  A. 

Stokes  Co.,  New  York. 
Johnston  &  Barnum,  A  Book  of  Plays  for  Little  Actors, 

*30c.     American  Book  Co.,  New  York. 
Poulsson,  Father  and  Baby  Plays,  $1.25.     The   Century 

Co.,  New  York. 
Yale,  When  Mother  Lets  Us  Give  a  Party,  *75c.     Moffat, 

Yard  &  Co.,  New  York. 
Johnson,  When  Mother  Lets  Us  Help,  *75c.    Moffat,  Yard 

&  Co.,  New  York. 
St.  Nicholas  Book  of  Plays  and  Operettas,  $1.00.    Centurj' 

Co.,  New  York. 

[  117  ] 


THE  CHURCH  SCHOOL 

4.  Books    fob    Home    Reading    op    Pbimaet 

Childben 

Jacobs,  English  Fairy  Tales,  $1.25.    G.  P.  Putnam's  Sons, 

New  York. 
Poulsson,  Child  Stories  and  Rhymes,  $1.25.    Lothrop,  Lee 

and  Shepard  Co.,  Boston. 
Beckwith,  In  Mythland,  2  vols.,  each  MOc.     Educational 

Publishing  Co.,  Chicago. 
Poulsson,  Through  the  Farmyard  Gate,  $1.25.     Lothrop, 

Lee  &  Shepard,  Boston. 
Headland,  Chinese  Mother  Goose  Rhymes,  *$1.00.  Fleming 

H.  Revell  Co.,  New  York. 
Grover,  The  Folk-Lore  Readers,  •30c.  and  40c.    Atkinson, 

Mentzer  &  Co.,  Chicago. 
Fairbanks,  Home   Geography  for  Primary   Grades,  •60c. 

Educational  Publishing  Co.,  Chicago. 
Atwater,  Stories  from  the  Poets,  *25c.     Silver,  Burdett  & 

Co.,  New  York. 
Lang,  Bee  Martin,  30c.    A.  Flanagan  Co.,  Chicago. 
Nelson,  First  and  Second  Science  Readers,  25c.  and  30c.  A. 

Flanagan  Co.,  Chicago. 
Smith,  The  Tale  of  Bunny  Cotton-Tail,  25c.    A.  Flanagan 

Co.,  Chicago. 
Walker,   Tales  Come  True,  •-$1.25.     Doubleday,  Page  & 

Co.,  Garden  City,  N.  Y. 
Grover,  Art  Literature  Readers,  30c.,  40c.  and  50c.    At- 
kinson, Mentzer  &  Co.,  Chicago. 
MuUer,  Little  People  of  the  Snow,  35c.    A.  Flanagan  Co., 

Chicago. 
Carroll,  Around  the  World,  Books  I  and  II,  36c.  and  42c. 

Silver,  Burdett  &  Co.,  New  York. 
Monteith,  Some  Useful  Animals;  and  What  They  Do  for 

Us,  50c.     American  Book  Co.,  New  York. 

5.  MissioNAEY  Books  foe  Pbimaky  CnrLDBEN 

Little    Journey    Series,    50c.    each.      A.    Flanagan    Co., 

Chicago. 
Our  Little  Cousin  Series,  60c.  each.     Page  Co.,  Boston, 

[118] 


PRIMARY  DEPARTMENT 

Andrews,  Seven  Little  Sisters,  •60c.    Ginn  &  Co.,  Boston. 
Muller,  Little  People  of  the  Snow,  35c.    A.  Flanagan  Co., 

Chicago. 
Smith,  Little  Eskimo,  30c.    A.  Flanagan  Co.,  Chicago. 
Muller,  Little  People  of  Japan,  40c.     A.  Flanagan  Co., 

Chicago. 
Humphrey  and  Chaplin,  Little  Folks  of  Other  Lands,  60c. 

Lothrop,  Lee  &  Shepard  Co.,  Boston. 
Young,    Children    of   Arabia,    60c.      Fleming    H.    Revell 

Co.,  New  York. 
Primary  Education,  sl  monthly  magazine,  Boston.     Series 

of  Lessons  on  Child  Life  of  Other  Lands,  1914-15. 
Ayrton,  Child  Life  in  Japan,  *20c.     D.  C.  Heath  &  Co., 

Boston. 
Hall,  Children  at  Play  in  Many  Lands,  75c.     Missionary 

Education  Movement,  New  Yort 


[119] 


CHAPTER  VII 
THE  JUNIOR  DEPARTMENT 

1.  Scope 

This  department  includes  children  nine,  ten, 
eleven  and  twelve  years  of  age.  It  corresponds 
to  the  fourth,  fifth,  sixth  and  seventh  grades  of 
the  public  school. 

2.  The  Nature  of  the  Junior  Child 

This  is  a  period  of  great  motor  activity.    It 

is  almost  a  resting  period  as  far  as  growth  is 

_.    .  ,        concerned.       The     child  ^s     energy 

a.  Physical  .  ,.     ,,        P"^ 

seems  to  be  gomg  mto  activity  in- 
stead of  body  building.  This  might  well  be 
called  the  wiggling  period.  Weigle  finds  that 
during  the  three  years  from  nine  to  twelve, 
boys  increase  in  weight  29  per  cent,  and  in 
height  less  than  11  per  cent. ;  girls  increase  in 
weight  37  per  cent,  and  in  height  13  per  cent. 
In  both  sexes  it  is  a  time  of  good  health  and 
boundless  activity. 

Many  new  brain  cells  are  ripening  during 
this  period.  The  mind  is  as  active  as  the  body, 
-   _,  ^ ,  and    demands   food    and   exercise. 

b.  Mental  _^     .       .  .  .      i        « 

This  IS  preeminently  the  period  of 
verbal  and  mechanical  memory.  At  this  time 
certain  types   of  habits   can  be  more   easily 

[  120  ] 


A  group  of  boys  in  the  Junior  Department.  With  this  sep- 
arate classroom  supplied  with  wide-arm  chairs  and  other 
school  equipment  it  is  possible  to  do  as  effective  work  as 
in  the  ordinary  schoolroom. 


An  ideal  room  for  Junior  boys  and  girls.  These  two  rooms 
have  each  separate  entrances  from  a  hall,  but  are  also 
capable  of  being  thrown  together  by  means  of  folding  doors. 
During  the  week  they  serve  as  club-rooms  for  the  boys  and 
girls  respectively,  thus  linking  the  instruction  of  the  Sun- 
day school  with  the  week-daj'  activities. 


JUNIOR  DEPARTMENT 

formed  than  at  any  later  period.  It  is  there- 
fore the  ^'drilP*  period,  during  which  the  edu- 
cator rehearses  the  child  in  knowledge  which 
should  become  mechanical  and  automatic. 
Language  forms,  the  mechanics  of  reading  and 
writing,  mathematical  tables,  spelling,  etc.,  are 
best  learned  now.  The  child  hungers  for 
verbal  expression,  which  leads  him  to  manu- 
facture **pig''  Latin  and  other  secret  codes  if 
lie  is  not  kept  busy  with  other  language  forms. 

During  this  period,  the  child  develops  a  de- 
inre  to  read  which  has  not  manifested  itself  in 
(50  pronounced  a  manner  earlier.  Good  litera- 
ture will  be  devoured  ravenously;  so  will  bad 
literature.  It  is  of  the  utmost  importance  that 
the  best  literature  be  provided. 

This  period  opens  with  the  collecting  instinct 
at  its  height.  It  should  be  cultivated.  Let  the 
child  collect  stamps,  stones,  postcards,  etc.  Let 
him  begin  a  savings  bank  account,  start  his  own 
little  library,  begin  to  furnish  his  own  room 
with,  things  that  are  his  very  own,  and  through 
these  interests  you  may  tie  the  child  up  to 
larger  and  better  interests  and  make  sure  that 
when  old  he  will  not  be  a  ^^  rolling  stone  that 
never  gathers  moss.'' 

During  the  Primary  period  the  child  tended 
to  project  his  own  ends  regardless  of  the  inter-  ^^' 

ests  of  others,  and  it  was  the  problem  of  that 
period  to  socialize  the  child  to  prevent  selfish- 
ness. In  the  latter  part  of  the  Junior  period 
the  social  instinct  begins  to  ripen  and  the  child 
manifests  a  marked  interest  in  group  games 

[121] 


THE  CHURCH  SCHOOL 

and  team  play.  And  along  with  this  interest  in 
the  group  there  arises  what  Kirkpatrick  calls 
the  idealistic  type  of  imitation.  This  form  of 
imitation  is  seen  as  early  as  the  third  year,  but 
it  does  not  come  to  its  fruitage  till  the  Junior 
period.  In  the  earlier  periods  the  child  imi- 
tated acts  of  persons;  he  now  imitates  qualities 
which  he  finds  in  persons,  and  these  qualities 
are  united  in  the  idealized  man,  the  hero. 

From  the  foregoing  physical  and  mental 
characteristics  of  the  Junior  child  there  are  at 
least  five  facts  which  religious  education  must 
recognize : 

(1)  The  Junior  child  is  controlled  hy  ideals. 
While  the  reasoning  power  has  clipped  the 
wings  of  fancy  and  developed  a  love  for  real 
things  that  can  be  seen  and  handled,  the  con- 
structive imagination  is  already  at  work  throw- 
ing up  ideals  into  which  the  young  inventor  is 
trying  to  build  the  brick  and  mortar  that  some- 
thing new  may  be  created.  He  ceases  to  imitate 
real  persons  and  builds  up  ideals  or  heroes  to 
whom  he  shows  the  greatest  loyalty.  These 
qualities  of  greatness  which  unite  in  his  hero 
may  be  attached  to  a  real  man,  or  a  real  boy — 
his  father,  teacher,  captain  of  his  baseball 
team — but  the  loyalty  is  not  shown  to  the  real 
person.  It  is  the  ideal  person  that  is  wor- 
shiped. The  ^*gang'*  or  class  with  whom  he 
associates  is  determined  by  the  ideal,  not  the 
ideal  by  the  **gang.''  The  church  must  assist 
in  the  formation  of  these  ideals  by  bringing  be- 
fore the  child  the  lives  of  God^s  noblemen  of  all 

[122] 


JUNIOR  DEPARTMENT 

ages.  *  The  home  can  standardize  types  of  con- 
duct which  will  determine  the  nature  of  the 
child's  ideal.  To  history  and  biography  must 
be  added  the  actual  living  with  godly  men  and 
women.  Parents  must  become  the  companions 
of  their  children  and  they  must  bring  them  into 
the  presence  of  great  religious  personalities 
that  their  example  may  kindle  in  the  young 
minds  the  religious  impulse.  This  is  an  age 
when  children  need  a  maximum  of  adult  com- 
panionship. 

(2)  The  verbal  memory  is  at  its  best.  The 
Junior  period  should  be  a  drill  period.  Much 
that  is  mechanical  about  religious  education 
should  be  learned  at  this  time.  The  books  of 
the  Bible,  biblical  geography,  etc.,  should  be 
taught  during  this  period.  The  great  church 
hymns,  memory  chapters,  prayers,  etc.,  must 
be  made  a  part  of  the  child's  mental  furnish- 
ings. Children  should  not  be  permitted  to 
memorize  cheap,  doggerel  poetry,  or  to  sing 
light,  trashy  music. 

The  ceremony  and  ritual  of  the  church  serv- 
ice can  best  be  learned  now.  The  church-going 
habit  and  the  habit  of  regular  contributions  to 
the  church  work  can  also  be  best  acquired 
now. 

(3)  The  Junior  child  is  naturally  obedient  to 
authority.  The  social  instinct  which  drives  the 
child  into  the  group  or  gang,  also  forces  upon 
him  the  necessity  of  organization  and  a  recog- 
nition of  the  necessity  of  obedience  to  author- 
ity.   The  Junior  child  wants  to  play  the  game 

[123] 


THE  CHURCH  SCHOOL 

according  to  the  rules.  He  does  not  ask  to 
make  the  law;  he  is  content  to  obey  it.  The 
study  of  biblical  characters  who  were  obedient 
to  God's  laws  will  fit  admirably  into  this 
period.  Those  who  deal  with  Junior  children 
must  not  tolerate  disorder  or  disobedience  if 
they  would  retain  the  confidence  and  respect  of 
the  children. 

(4)  The  Junior  child  is  a  hero  worshiper ,  hut 
not  consciously  so.  He  admires  leadership, 
achievement,  etc.  Great  lives  must  be  pre- 
sented in  terms  of  what  they  have  done  for  so- 
ciety, what  they  have  achieved — but  not  as 
heroes.  In  all  cases  the  test  of  greatness  must 
be  the  social  purpose  involved.  Children  must 
be  told  how  men  acted  under  all  sorts  of  circum- 
stances and  allowed  to  see  that  God's  approval 
rested  only  on  the  deeds  that  were  good  for  the 
whole  of  society.  The  children  must  have  their 
own  acts  tested.  Those  acts  that  are  non- 
social  must  be  stigmatized;  and  those  that  are 
social  must  be  approved.  Virtue  is  an  attitude 
of  good  will  toward  society,  and  a  child  who  is 
to  become  a  virtuous  member  of  society  must 
be  taught  to  test  his  conduct  by  its  effect  upon 
others.  When  once  this  attitude  of  mind  is 
created,  the  child  will  react  virtuously  under  all 
circumstances.  Great  lives  must  not  be  used  to 
illustrate  abstract  virtues,  such  as  courage, 
honesty,  etc.  They  must  be  used  to  show  how 
men  have  used  their  talents  and  energies  to 
benefit  their  fellow  beings.  The  Junior  teacher 
must  see  that  the  hero  is  not  a  brave  man,  a 

[124] 


JUNIOR  DEPARTMENT 

courageous  man,  etc.,  but  a  good  man,  and 
goodness  must  mean  all  that  is  involved  in  all 
the  other  virtues;  viz.,  an  attitude  of  good  will 
toward  society. 

(5)  Religious  training  must  go  along  with 
religious  instruction.  In  this  department  as  in 
all  others,  the  expressional  work  must  not  be 
divorced  from  that  of  instruction. 


3.  The  First  Period  or  Doubt 

If  the  earlier  teaching  has  not  been  well  done 
there  is  apt  to  come  in  this  period  a  conflict  be- 
tween authority  and  experience.  Authority- 
will  lose  its  power  when  it  conflicts  with  experi- 
ence. The  conflict  will  be  between  what  they 
have  been  told  about  God,  and  the  ideas  of 
goodness  and  justice  that  have  been  growing  up 
within  them.  This  is  the  child's  first  attempt 
to  harmonize  theology  and  experience. 

Along  with  this  tendency  to  doubt  when  ex- 
perience crosses  authority,  there  is  the  neces- 
sity of  belief  presented  by  reason  which  is  now 
asking  for  a  '* first  cause.''  A  natural  child,  at 
this  age,  left  to  himself  would  create  a  personal 
God  as  the  first  great  cause.  This  may  be 
called  the  spontaneous  origin  of  religion  in  the 
race.  True,  the  child's  conception  of  religion 
will  undergo  the  same  overhauling  that  his 
Santa  Glaus  story  must  undergo,  to  meet  the 
demands  of  a  growing  reason  and  an  increased 
cumulation  of  experience,  but  instead  of  doubt 
resulting,  if  the  teaching  is  sane  and  wise,  the 

[125] 


THE  CHURCH  SCHOOL 

widening  horizon  will  take  in  more  and  more  of 
the  glory  of  God  and  the  majesty  of  his  power/ 

4.    CONVEESION 

If  the  child  has  passed  through  the  various 
grades  from  the  Beginners'  class  to  the  close 
of  the  Junior  period,  with  the  nurture  of  a 
Christian  home,  it  is  natural  that  he  would  wish 
to  join  the  church  near  the  close  of  the  Junior 
period.  A  conversion  of  this  kind  is  not  at- 
tended by  struggle,  and  a  sense  of  guilt ;  there 
is  only  a  sense  of  inadequacy  and  incomplete- 
ness which  is  satisfied  with  the  personal  accep- 
tance of  the  fuller  life  which  the  church  offers. 
The  larger  number  of  conversions  do  not  come 
until  a  later  period,  but  those  that  come  at  this 
time  as  a  result  of  Christian  nurture  are  per- 
fectly normal. 

5.  The  Material  of  the  Cubricultjm 

The  material  of  the  Junior  curriculum  should 
comprise : 

a.  Biographical  study  of  the  Bible.  The 
characters  should  be  taken  up  chronologically, 
so  that  the  Bible  history  will  unfold  in  terms  of 
its  great  personalities. 

b.  The  study  of  the  Bible  as  a  book.  This 
will  involve  mechanical  drill.  Its  purpose  is  to 
make  the  Bible  a  tool  which  can  readily  be  used 
in  future  years. 

*  For  further  reading  on  this  problem  see  Pratt,  Psychology 
of  Religious  Belief,  chapters  7  and  8,  and  Weigle,  The  PujpiJ 
and  the  Teacher,  chapter  7. 

[126] 


JUNIOR  DEPARTMENT 

c.  Memorizing  great  psalms  and  great  mem- 
ory chapters. 

d.  Memorizing  of  church  hymns  and  instruc- 
tion in  the  meaning  of  hymns.  This  will  in- 
clude a  study  of  the  masterpieces  of  religious 
art,  with  biographies  of  the  artists. 

6.  Cultivating  the  Chukch-Going  Habit 

It  is  highly  desirable  that  the  children  of  this 
age  acquire  the  church-going  habit.  It  is  a 
matter  of  common  knowledge  that  children  who 
do  not  acquire  the  church-going  habit  while  still 
in  the  church  school  usually  join  the  ranks  of  the 
non-church-goers.  It  is  evident  that  the  Junior 
period  is  the  time  to  establish  a  vital  connec- 
tion between  the  church  school  and  the  church. 

Junior  congregations,  children's  sermons, 
Go-to-Church  Bands,  combined  services,  etc., 
have  sprung  into  existence  as  devices  for  ce- 
menting the  school  to  the  church.  In  England 
there  are  Worshiping  Children's  Leagues  or- 
ganized for  the  same  purpose. 

This  is  not  an  organization  with  officers,  but 
is  simply  a  device  for  registering  the  church 
a.  Go-to-church  attcudauce  of  children.  The  fol- 
Bands  lowing  arc  the  essential  points  in 

this  plan : 

(1)  The  regular  church  service  for  adults  is 
unmodified. 

(2)  Cards  are  given  to  the  children  of  the 
congregation  to  be  presented  to  the  ushers  at 
the  regular  church  services.  The  ushers  punch 
these  cards  at  each  service  attended.    At  the 

[127] 


THE  CHUECH  SCHOOL 

end  of  each  quarter  the  cards  are  taken  up  and 
a  record  made  of  attendance  and  absence. 

(3)  Children  having  attended  eighty  per  cent 
of  the  services  of  the  quarter  are  called  before 
the  congregation  and  rewarded  for  their  ef- 
forts, a  Bible  or  some  good  book  being  pre- 
sented to  each. 

Sometimes  the  children  are  asked  to  hand  to 
their  Sunday-school  teachers  on  the  following 
Sunday  slips  upon  which  they  have  written  the 
Sunday  morning  text  or  some  thoughts  they 
have  gleaned  from  the  morning  sermon.  These 
are  handed  to  the  pastor  each  week. 

This  plan  has  been  used  with  some  success 
by  the  Church  of  the  Covenant,  New  York  City. 
This  church  has  also  extended  the  plan  to  apply 
to  adults,  thus  increasing  the  church  attendance 
during  the  dull  summer  season. 

At  best  this  plan  is  but  a  device.  The  in- 
centive is  apt  to  become  the  end  instead  of  the 
means,  the  attendance  being  for  the  credit  or 
the  prize,  rather  than  for  the  purpose  of  wor- 
ship. It  would  be  better  to  add  church  attend- 
ance to  the  pupiPs  record  in  the  church  school 
and  relieve  the  church  service  of  this  clerical 
and  disciplinary  work. 

A  Junior  Congregation  is  a  miniature  church 
which  duplicates  the  organization  of  the  adult 
b.  Junior  church.    There  are  juvenile  elders 

Congregation  ^j^^  dcacous.  Thcy  play  church, 
aping  the  adult  services.  Board  meetings  are 
held,  reports  read,  discussed  and  approved ;  of- 
ficers are  elected,  and  all  phases  of  the  adult 

[128] 


JUNIOR  DEPARTMENT 

organization  are  carried  out  iti  miniature. 
They  have  their  own  church  service,  parallel- 
ing the  services  of  the  adult  congregation. 
Some  deacon  preaches  them  a  short  sermon  and 
the  sacrament  is  administered  by  deacons  from 
the  regular  congregation.  Friends  of  this  plan 
believe  that  the  junior  service  can  be  adapted 
to  the  spiritual  needs  of  children,  and  furnish 
real  culture  of  the  souls  of  little  worshipers 
and  at  the  same  time  familiarize  them  with  the 
general  order  of  service  of  the  adult  congrega- 
tion. 

A  careful  analysis  of  the  Junior  Congrega- 
tions which  have  sprung  up  in  various  parts  of 
the  country  leads  the  author  to  the  following 
observations : 

(1)  As  a  rule  the  junior  service  is  in  the 
hands  of  inexperienced,  untrained  voluntary 
workers.  It  follows,  naturally,  that  the  serv- 
ices fall  far  short  of  the  ideal  and  often  degen- 
erate into  hollow  mockery — a  ridiculous  parody 
on  the  adult  service.  It  requires  greater  skill 
to  direct  the  worship  of  children  than  of  adults, 
and  no  church  should  undertake  a  separate 
service  for  its  children  until  it  is  willing  to  pay 
the  price  of  expert  leadership. 

(2)  Statistics  show  that  the  most  successful 
junior  congregations  enroll  but  a  very  small 
part  of  the  children  in  the  Junior  department 
of  the  church  school. 

(3)  Experience  has  shown  that  it  is  as  hard 
to  get  children  from  the  junior  congregation 
into  the  adult  church  as  it  is  to  get  them  from 

[129] 


THE  CHURCH  SCHOOL 

the  church  school  into  the  adult  church.  One  of 
the  most  successful  junior  congregations  re- 
ports an  enrolment  of  about  40  per  cent  of  the 
children  of  the  Junior  department  of  the  church 
school,  and  only  about  40  per  cent  of  this  en- 
rolment is  handed  on  into  the  adult  church. 
There  still  remains  the  problem  of  connecting 
up  the  children  with  the  regular  services  of 
the  church. 

(4)  This  plan  leaves  the  children  at  the 
dawning  of  the  self-conscious  period  of  ado- 
lescence to  be  injected  into  an  adult  service 
with  which  they  have  little  acquaintance.  The 
public-school  leaders  are  attempting  to  bridge 
the  gap  between  the  grades  and  the  high  school, 
and  the  church  must  not  at  the  same  time  con- 
sciously create  a  gap  between  the  church  school 
and  the  church. 

(5)  Extended  correspondence  with  men  who 
have  had  large  experience  with  these  organiza- 
tions brings  convincing  evidence  that  independ- 
ent organizations  such  as  junior  congregations 
are  fifth  wheels  which  cumber  the  machinery 
but  bring  no  definite  results.  Children's 
sermons  and  a  slight  modification  of  the 
ritual  of  the  church  to  suit  the  experiences  of 
children  seem  to  produce  the  desired  results 
without  interposing  a  new  society. 

One  of  the  most  satisfactory  plans  for  in- 
teresting children  in  the  regular  services  of 
c.  Children's  ^^^  church  is  the  introduction  of  a 
Sermons  brief  sermou  to  the  childrei?.  into 

the  early  part  of  the  order  of  service.     This 

[130] 


JUNIOR  DEPARTMENT 

sermon  must  be  brief,  pointed  and  suited  to  the 
needs  of  the  children  of  the  congregation. 
Rev.  Edwin  H.  Byington,  West  Roxbury, 
Mass.,  gives  the  following  rules  for  such  ser- 
mons : 

First,  Have  only  one  point. 

Second,  Always  have  a  story  or  illustration. 

Third,  Always  give  the  story  or  illustration 
before  the  point,  and  not  after  it,  as  in  other 
preaching. 

Fourth,  Make  it  short,  not  over  five  minutes. 

There  are  many  volumes  of  children's  ser- 
mons now  available.  The  selections  given  in 
Dr.  James  M.  Farrar's  volume  entitled  *^The 
Junior  Congregation''  may  be  taken  as  repre- 
sentative of  the  better  class  of  sermons ;  those 
five  minute-object  sermons  to  children  in  which 
mouse-traps,  sponges,  corks,  whiskey  bottles, 
etc.,  are  used  to  illustrate  and  make  concrete 
the  common  vices  which  are  to  be  avoided,  or 
the  virtues  which  are  to  be  cultivated,  may  be 
taken  as  the  type  of  sermons  which  are  to  be 
avoided.  The  art  of  story  telling  must  be  cul- 
tivated by  the  one  who  hopes  to  succeed  with 
children's  sermons.  The  great  Bible  stories 
may  be  told  with  great  profit  to  children  and 
older  people  as  well.  One  preacher  created 
great  interest  with  a  series  of  ** Guess  Who?" 
sermons  on  succeeding  Sundays.  He  would 
tell  the  life  story  of  the  great  Bible  characters, 
without  mentioning  the  names  of  the  heroes. 
The  children  were  asked  to  find  the  names  of 
the  characters  and  report  the  same  to  their 

[131] 


THE  CHURCH  SCHOOL 

Sunday-school  teachers  on  the  following  Sun- 
days. 

Many  prominent  preachers  bear  testimony  to 
the  efficacy  of  children's  sermons  as  a  means 
of  increasing  church  attendance.  Rev.  J.  D, 
Burrill,  of  the  Classon  Avenue  Presbyterian 
Church,  Brooklyn,  New  York,  reports  that 
fully  fifty  per  cent  of  the  church  school  remains 
for  church  services  since  the  children's  ser- 
mons were  inaugurated.  Rev.  S.  Edward 
Young,  of  the  Bedford  Presbyterian  Church, 
Brooklyn,  New  York,  has  had  similar  results 
with  children's  sermons.  Rev.  James  Ramsey 
Swain,  of  the  Woodland  Presbyterian  Church, 
Philadelphia,  Pa.,  says:  **I  have  reason  to  be- 
lieve that  many  parents  are  brought  to  the 
church  who  would  not  otherwise  come,  while 
perhaps  the  best  result  is  that  a  kind  of  family 
feeling  is  developed  by  giving  some  attention 
like  this  to  the  children  of  the  church.  Again 
and  again  I  have  felt  that  the  children's  pres- 
ence and  participation  in  the  service  has 
created  an  atmosphere  in  which  the  most  wor- 
shipful spirit  of  the  people  is  elicited."  Rev. 
Henry  S.  Coffin,  of  the  Madison  Avenue  Pres- 
byterian Church,  New  York  City,  writes:  *^In 
my  judgment,  it  is  of  the  utmost  importance  to 
train  children  to  feel  that  they  have  a  part  in 
the  regular  services  of  public  worship  of  the 
church ;  otherwise  when  they  cease  to  be  attend- 
ants at  Sunday  school  they  also  drop  out  of  the 
church  services.  I  think  it  important  that  they 
should  feel  at  home  in  the  church  building  and 

[132] 


JUNIOR  DEPARTMENT 

learn  early  to  love  the  atmosphere  of  public 
worship.  The  brief  addresses  to  them  I  have 
found  a  useful  means  of  saying  simple  things 
which  older  people  need  to  know,  as  well  as 
children,  and  I  have  used  them  to  help  parents 
in  problems  which  their  children  presented.^' 
Dr.  James  M.  Farrar,  of  the  First  Reformed 
Church,  BrookljTQ,  New  York,  has  continued 
the  children's  sermons  for  twenty-three  years. 
Rev.  Frank  T.  Bailey,  of  Denver,  Colorado; 
Rev.  Edwin  H.  Byington,  of  the  Congrega- 
tional Church,  West  Roxbury,  Mass. ;  and  Rev. 
Charles  W.  Gilkey,  of  the  Hyde  Park  Bap- 
tist Church,  Chicago,  111.,  all  speak  similar 
words  of  commendation  for  the  children's 
sermons. 

In  some  churches  the  children  assemble  in  a 
body  near  the  pulpit,  remaining  for  their  own 
sermon,  and  the  opening  devotional  exercises 
of  the  church,  and  then  retire  during  the  ser- 
mon to  the  adults.  Sometimes  they  go  to  their 
homes  directly  from  this  opening  service,  or,  if 
they  wish,  take  their  places  with  their  parents 
in  the  congregation.  In  other  churches  the  chil- 
dren pass  to  the  rooms  of  the  church  school  for 
a  second  period  of  instruction.  Rev.  H.  W. 
Hulbert  sets  forth  in  his  book,  *^The  Church 
and  Her  Children,''  the  following  general 
plan: 

The  children  are  assembled  with  the  adult 
congregation  for  the  opening  services. 

During  the  sermon  to  adults  the  children  are 
taken  to  the  rooms  of  the  church  school  to  be 

[133] 


THE  CHUBCH  SCHOOL 

instructed  in  the  hymns  and  responses  whidi 
are  to  be  used  on  the  following  Sunday. 

At  the  close  of  the  adult  sermon  the  children 
are  assembled  in  the  rear  of  the  auditorium. 
When  the  closing  song  is  finished,  the  children 
chant  an  appropriate  closing  number  and  par- 
ents and  children  leave  the  church  together. 

It  must  be  kept  in  mind  that  not  every 
preacher  can  deliver  acceptable  children's  ser- 
mons. This,  however,  is  but  one  of  many  ways 
of  modifying  the  church  services  to  meet  the 
needs  of  the  children. 

There  are  several  valuable  by-products  of 
children's  sermons: 

The  pastor  has  a  chance  to  give  the  boys  and 
girls  much  valuable  instruction. 

He  comes  into  a  personal,  friendly  and  inti- 
mate relation  with  the  children.  This  is  of 
great  value. 

It  tends  to  cultivate  in  him,  for  his  more 
elaborate  sermons,  a  simple,  direct,  clear  style. 

It  enables  him  to  remind  the  adults  of  cer- 
tain duties  which  they  would  resent  having 
preached  directly  at  them. 

This  form  of  service  claims  a  double  func- 
tion; viz.,  to  interest  children  in  the  church 
d.  Combined  or   scpvicc   aud  to  iutcrcst   adults   in 

Merger   Service    j^]^q    church    SChool.        Thc    CXCrciseS 

are  so  arranged  as  to  *'trap''  children,  pre- 
vent their  escape  and  force  upon  them  a  service 
for  adults.  The  usual  program  is  as  follows: 
assemble,  9 :  55 ;  song ;  30  minutes  class  work ; 
SO  minutes  for  communion,  prayers,  announce- 

[134] 


JUNIOR  DEPARTMENT 

ments  for  both  school  and  church,  reports, 
songs,  etc. ;  30  minutes  for  sermon ;  dismissal, 
11 :  30. 

It  seems  evident  that  this  is  a  movement  in 
the  wrong  direction,  and  that  we  must  find 
some  way  to  keep  children  in  church  school 
from  two  to  three  hours  each  Sunday.  Even 
though  the  combined  services  did  succeed  in 
holding  the  children  through  the  preaching 
service  it  would  still  have  three  fatal  defects : 

(1)  It  does  not  provide  adequate  time  for 
the  teaching  service  of  the  church. 

(2)  The  closing  service  of  the  Sunday  school 
cannot  be  made  a  suitable  opening  service  for 
adult  worship.  The  program  thus  modified  be- 
comes a  mongrel  affair  that  begins  nowhere 
and  gets  nowhere. 

(3)  The  worship  service  of  the  church  school 
should  be  so  planned  as  to  fit  into  the  theme  of 
study.  The  facts  of  the  lesson  should  be  taken 
up  in  song  and  prayer  and  given  an  emotional 
glow  which  would  make  them  ever  afterward 
parts  of  the  children's  religious  knowledge. 
The  unity  of  service  around  a  central  theme  is 
defeated  if  the  worship  period  must  be  both 
benediction  and  invocation.  In  practice  the 
combined  services  fail  at  these  points,  thus  de- 
feating the  purpose  of  both  services.  The  pop- 
ularity which  has  attended  the  combined  serv- 
ice has  usually  come  from  the  larger  morning 
audiences  and  not  from  an  improved  educa- 
tional service  to  the  children.  These  services 
fail  to  meet  the  educational  test  at  every  point, 

[135] 


THE  CHURCH  SCHOOL 

At  least  three  conclusions  force  themselves 
upon  students  of  this  problem: 

Conclusions  ^^^  ^^^  church  school  should 
hold  its  own  service  independent  of 
the  adult  worship  service.  This  service  should 
include  real  and  reverent  worship,  instruction 
and  expressional  exercises  graded  to  meet  the 
needs  of  the  children  in  the  different  depart- 
ments. 

(2)  All  children  above  the  primary  grades 
should  attend  the  regular  worship  service  of 
the  adult  congregation.  With  the  exception  of 
those  children  who  are  in  the  children's  choir, 
all  children  should  be  seated  with  their  parents 
during  the  entire  service. 

(3)  The  church  service  should  be  modified  to 
recognize  the  presence  of  the  children  in  the 
congregation.  The  church  school  is  teaching 
the  great  church  hymns,  psalms,  etc.  These 
can  readily  form  a  part  of  the  program  of  the 
church  service  and  the  children  can  join  heart- 
ily in  the  music,  concert  prayers,  responsive 
readings,  etc.  An  appropriate  children's  ser- 
mon at  the  opening  of  the  service  will  add  in- 
terest. 

The  pastor  should  prepare  his  order  of  serv- 
ice long  enough  in  advance  to  enable  the  teach- 
ers to  prepare  the  children  to  participate  in- 
telligently in  the  service.  The  essential  thing 
is  that  the  children  must  give  and  get  some- 
thing at  every  service.  This  can  be  brought 
about  with  the  cooperation  of  the  church  school 
without  additional  organization. 

[136] 


JUNIOR  DEPARTMENT 

Services  thus  modified  are  not  tiresome  to 
children  of  Junior  grade.  In  fact,  it  is  sur- 
prising how  soon  they  begin  to  express  an  in- 
terest in  the  sermon  for  adults,  and  get  real 
pleasure  and  much  profit  from  the  regular 
church  services.  And  in  addition  to  all  other 
advantages  they  have  acquired  the  church- 
going  habit  as  a  life  habit. 

The  following  references  will  be  of  value  to 
those  who  wish  to  go  further  into  the  subject 
of  the  child's  church  attendance: 
McCracken,  "Little  Folks  at  Church,"  Outlook,  vol.  103, 

p.  444-51,  February  22,  1913. 
Davis,  "The  Children's  Church,"  The  Christian  Standard, 

April  12,  1913. 
Hulbert,   The  Church  and  Her  Children,  $1.00,  Fleming 

H.  Revell  Co.,  New  York. 
Farrar,  A  Junior  Congregation,  *$1.20.     Funk  &  Wag- 
nails  Co.,  New  York. 
"AVhere  Pastors  Neglect  Children,"  Literary  Digest,  vol. 

46,  p.  402. 
"Does    the    Sunday    School    Train    ChUdren    from    the 

Church  f  Sunday  School  Executive,  March,  1913,  p.  4.^ 
"A  League  of  Worshipping  Children,"— a  series  of  prize 

papers  published  in  The  British  Weekly  under  dates  of 

March  14,  March  21,  April  18,  1912  and  October  23. 

1913. 

7.    Music  FOE  THE  JUNIOE  DePAETMENT 

The  teaching  of  the  great  church  hymns^  is 
an  important  part  of  the  work  of  the  Junior 
department.  Silly  jingles,  cheap  sentiment 
and  ** ragtime''  music  have  no  place  in  the 
church  school.  The  great  songs  should  be  sung 
and  resung.    It  is  not  too  much  to  require  chil- 

ri371 


THE  CHUECH  SCHOOL 

dren  to  memorize  forty  great  religious  songs 
by  the  time  they  leave  the  Intermediate  De- 
partment. Much  of  this  work  should  be  done 
in  the  Primary  and  Junior  Departments. 

The  song  book  selected  for  the  church  school 
should  meet  the  following  conditions : 

a.  It  must  contain  the  great  church  hymns. 

b.  It  must  be  free  from  *  ^catchy''  tunes  and 
^* ragtime'^  melodies. 

c.  It  must  contain  no  old  songs  set  to  new 
tunes  to  catch  the  ears  of  children. 

d.  The  best  musicians  of  the  church  must 
pronounce  its  music  to  be  good  art. 

e.  It  must  not  be  a  **revivaP'  hymnal.  These 
books  are  prepared  usually  to  convert  sinners. 
They  are  positively  harmful  to  the  souls  of  in- 
nocent children,  and  the  music  goes  far  to  de- 
stroy good  musical  taste. 

f.  In  addition  to  the  foregoing  requirements, 
a  Junior  song  book  should  contain  suitable  re- 
sponses, offertories,  songs  of  the  seasons  and 
responsive  reading  exercises.  The  books  which 
most  nearly  fulfill  these  conditions  are  *  *  Hymns 
of  Worship  and  Service  for  the  Sunday 
School,''  Century  Co.;  Eichhorn,  ** Songs  for 
the  Sunday  School,''  Superintendent's  edition; 
and  Winchester,  ^'Worship  and  Song." 

The  church  assumes  a  great  responsibility 
when  it  undertakes  to  teach  children  to  sing. 
Professor  Howard  has  well  said,  **The  child 
voice  is  a  delicate  instrument.  It  must  not  be 
played  upon  by  every  blacksmith."'    The  ten- 

*  The  Child  Voice  in  Singing,  p.  43. 

[  138  ] 


JUNIOR  DEPARTMENT 

der  vocal  organs  are  easily  injured  perma- 
nently by  unskilled  leaders.  The  church  owes 
it  to  the  children  to  put  none  but  trained  mu- 
sicians in  charge  of  the  music  of  the  church 
school. 

The  two  rules  which  musicians  insist  upon 
for  the  earlier  grades  must  be  just  as  rigidly 
enforced  in  this  department: 

(1)  The  children  must  sing  softly, 

(2)  They  must  be  restricted  in  compass  of 
voice. 

This  second  caution  is  of  special  importance 
for  the  Junior  grades  because  children  from 
nine  to  twelve  have  a  tendency  to  attempt  the 
very  highest  tones.  During  these  years  there 
is  a  marked  increase  in  the  evenness  and  firm- 
ness of  their  tones.  At  the  close  of  this  period 
the  child-voice  is  at  its  best  and  the  singing 
tone  will  be  pure  and  brilliant  until  the  voice 
changes  at  the  dawn  of  adolescence.  Music 
leaders  must  be  close  students  of  the  voices 
of  children,  taking  care  that  no  violence  is 
done  to  the  wonderful  musical  mechan- 
ism with  which  God  has  endowed  his 
children. 

Children's  choirs  are  often  organized  at  this 
time.  With  proper  management  they  may  be 
of  great  value  to  the  church  school  and  lay  the 
foundation  of  a  Senior  choir  of  trained  voices. 
It  seems  clear  that  a  church  could  well  afford 
to  employ  a  capable  musician  to  train  up  a  choir 
which  could  lead  the  congregation  in  the  wor- 
ship of  song,  and  thus  be  spared  the  expense  of 

[139] 


THE  CHURCH  SCHOOL 

high-salaried,  imported  musicians  who   often 
render  perfunctory  professional  service. 

The  following  books  should  be  read  by  all 
who  have  the  direction  of  the  music  of  the  chil- 
dren of  the  church ' : 

Vosseller,  The  Use  of  a  Children's  Choir  in  the  Church. 

Bates,  Voice  Culture  for  Children,  parts  I  and  II. 

Behnke  and  Browne,  The  Child's  Voice. 

Stubbs,  Practical  Hints  on  the  Training  of  Choir  Boys. 

Martin,  Art  of  Training  Choir  Boys. 

Dawson,  The  Voice  of  the  Boy. 

Howard,  The  Child  Voice  in  Singing. 

The  following  articles  from  Religious  Edu- 
cation are  also  invaluable  to  students  of  this 
subject : 

Eaton,  "Hymns  for  Youth,"  vol.  7,  pp.  509-15,  December, 
1912. 

Smith,  "The  Music  of  the  Sunday  School  and  Its  Value  in 
the  Religious  Development  of  the   Child,"   vol.   5,  pp. 

251-258,  August,  1910. 

Hofer,  "How  to  Conduct  a  Musical  Service  in  the  Sunday 
School,"  vol.  5,  pp.  258-261,  August,  1910. 

Wendte,   "Sentiment   and    Song   in   the    Sunday   School," 

vol.  3,  pp.  92-97,  August,  1908. 

Wilson,  "Sunday  School  Hymns,"  vol.  8,  pp.  505-508,  De- 
cember, 1913. 

Music  for  special  occasions  should  meet  all 
the  tests  which  are  required  for  music  used  in 
the  regular  service.  Children  should  not  be 
permitted  to  memorize  cheap,  doggerel  poetry, 
or  sing  light,  trashy  music.  Special  occasions 
provide  just  the  opportunities  for  memorizing 

*  These  books  may  be  secured  from  the  H.  W.  Gray  Co.,  New 
York. 

[140] 


JUNIOR  DEPARTMENT 

the  classic  poems  which  should  become  a  part 
of  the  mental  furnishing  of  the  children.  In 
like  manner  these  occasions  should  bring  into 
the  foreground  the  great  in  religious  art  and 
in  sacred  music. 

The  best  single  collection  of  Christmas  carols 
is  **01d  Christmas  Carols/'  edited  by  S.  Ar- 
thur Gibson  and  published  by  G.  Schirmer. 
The  best  Easter  collection  is  *^Six  Easter 
Carols, ' '  edited  by  F.  F.  Harker,  and  published 
by  G.  Schirmer.  For  Thanksgiving  the  best 
are  still  the  old  hymns :  *  ^  Come,  Ye  Thankful 
People,  Come,''  ^^We  Plough  the  Fields,  and 
Scatter,"  etc. 

The  above  will  suggest  the  type  of  songs  to 
be  used  for  special  occasions. 

For  a  list  of  solos  and  duets  suitable  for 
children's  voices  see  chapter  IX  in  Vossel- 
ler,  *^The  Use  of  a  Children's  Choir  in  the 
Church." 

For  a  discussion  of  music  in  the  grades  of 
the  public  schools,  see  **  Report  of  Committee 
on  Public  Schools,"  by  R.  L.  Baldwin  in  Pro- 
ceedings of  Music  Teachers'  National  Associa- 
tion, 1908. 

8.    EXPEESSIONAL  ACTIVITY 

The  children  of  this  age  are  now  connecting 
up  with  the  larger  life  of  the  community.  The 
social  expression  can  no  longer  be  left  entirely 
to  home  cooperation.  The  department  must 
meet  as  a  department  to  participate  in  the  be- 
nevolent and  missionary  work  of  the  local  com- 

[141] 


THE  CHURCH  SCHOOL 

munity.  There  is  no  need  for  a  separate 
society  or  organization  for  this  group  ex- 
pressional  work.  The  same  ends  can  be  secured 
with  the  department  organization. 

The  Junior  societies  which  have  been  organ- 
ized among  children  of  Junior  age  have  not 
correlated  their  work  with  the  church  school 
and  their  efforts  have  been  far  from  satisfac- 
tory. Very  much  better  results  could  be  se- 
cured if  the  Junior  Department  of  the  church 
school  would  take  complete  charge  of  all  the 
activities  of  the  children  of  Junior  age. 

Very  much  of  the  expressional  activity  of 
Junior  children  must  be  directed  by  the  class 
teachers  with  the  class  as  the  unit  of  group  ac- 
tivity. This  will  be  necessary  in  order  that  in- 
struction and  expression  may  be  closely  corre- 
lated. But  there  will  be  types  of  activity  which 
may  properly  involve  a  larger  group.  For  this 
work  the  department  may  meet  as  a  depart- 
ment. A  community  spirit  is  created  when  all 
the  children  of  the  parish  of  a  given  grade  are 
unified  by  a  joint  expression  of  a  common  im- 
pulse. Community  sanction  may  thus  be  given 
to  the  moral  and  religious  impulses  of  the 
group. 

The  home  must  not  delegate  to  church  or 
school  the  nurture  of  children  of  any  age,  but 
a.  Home  Icast  of  all  thosc  who  are  just  ap- 

Activities  proaching  the  event  of  puberty  and 

the  upheaval  of  the  adolescent  period.  The 
church  should  insist  upon  the  duty  of  parents' 
living  with  their  children.    The  following  are 

[142] 


JUNIOR  DEPARTMENT 

items  which  the  church  should  press  home  upon 
parents  of  Junior  children. 

(1)  Parents  should  assist  the  children  in 
preparing  their  work  for  the  church  school. 
This  gives  a  splendid  opportunity  for  confer- 
ence on  religious  matters  and  furnishes  a  body 
of  common  knowledge  which  can  be  used  as  a 
means  of  carrying  the  religious  motive  over 
into  the  daily  life  as  a  basis  of  control. 

(2)  The  family  group  should  not  be  discon- 
tinued now  that  the  children  have  many  school 
friends  and  other  sources  of  companionship. 
On  the  contrary,  now  is  the  time  to  rivet  the 
family  ideals  onto  the  child  so  that  they  will  be 
sources  of  strength  in  the  turbulent  days  of 
personal  choice  that  are  now  imminent.  Of 
course  the  family  is  still  a  democracy,  sharing 
in  labor,  adversity  and  joy.  Family  games, 
good  books  read  and  discussed  together,  story- 
telling evenings,  etc.,  all  serve  to  fix  upon  the 
children  the  ideals  for  which  the  home  stands. 

The  following  stories  are  especially  suitable 
for  the  home  reading  of  Junior  children  as  the 
Christmas  season  approaches:' 

A   Christmas   Carol,   Charles  Dickens 

Christmas  Tales  and   Christmas   Verse,   Eugene  Field 

The  Fir  Tree,  Hans  Christian  Andersen 

The   Christmas  Banquet,  Nathaniel   Hawthorne 

The  First  Christmas  Tree,  Van  Dyke 

^  There  is  no  better  single  source  of  the  above  material  than 
Mabie,  The  Boole  of  Christmas,  *$1.25,  The  Macmillan  Co., 
New  York.  Another  beautiful  book  which  all  the  children  will 
enjoy  is  Dier,  The  Children's  Booh  of  Christmas,  $1.50,  The 
Macmillan  Co.,  New  York. 

[143] 


THE  CHURCE  SCHOOL 

Tlie  First  Christmas,  Luke  2:  1-20 

The  Birds'  Christmas  Carol,  Wiggin 

'Twas  the  Night  Before  Christmas,  C.  C.  Moore 

Christmas  Every  Day,  W.  D.  Howells 

Christmas  in  Old  England,  Irving 

The  whole  family  will  enjoy  these  classic  se- 
lections and  the  atmosphere  of  the  home  will 
be  filled  with  the  sweetness  of  the  Christmas 
spirit;  the  season  will  be  a  ^* happy  time,  a  kind, 
forgiving,  charitable,  pleasant  time.*'  There 
is  within  the  easy  reach  of  all  a  wealth  of  great 
classics  appropriate  for  home  reading  at  the 
Thanksgiving  season,  and  other  great  church 
and  national  festal  seasons/ 

(3)  The  family  should,  if  possible,  attend 
church  as  a  family,  being  seated  together  dur- 
ing the  service. 

(4)  Special  social  evenings  or  afternoons 
should  be  planned  by  parents  for  the  entertain- 
ment of  the  children.  The  church- school  group 
will  form  the  basis  of  these  little  parties.  The 
purpose  is  to  cement  the  friendship  of  those 
who  are  to  work  together  in  the  future  in  the 
church  and  community  life,  and  to  provide  a 
wholesome  outlet  for  youthful  social,  mental 
and  physical  activity.  The  planning  for  such 
a  party  may  form  the  basis  of  many  a  happy 
hour  of  comradeship  between  the  younger  chil- 
dren and  parents,  and  older  members  of  the 
family  who  are  entering  into  the  spirit  of  the 
coming  event. 

*  See  Athearn,  A  Thanksgiving  Bibliography,  lOc,  Depart- 
ment of  Eeligious  Education,  Drake  University,  Des  Moines, 
Iowa. 

[144] 


JUNIOR  DEPARTMENT 

Boys  and  girls  both  should  be  invited  to  these 
parties.  It  is  too  early  yet  to  draw  the  sex 
line ;  the  children  will  not  do  so,  and  their  par- 
ents must  not  force  the  question  prematurely. 

(5)  The  children  should  always  be  intro- 
duced to  the  guests  of  the  home.  And  special 
care  should  be  taken  to  invite  to  the  home  men 
and  women  of  the  highest  character.  These 
great  souls  become  the  basis  of  that  concrete 
imagery  which  makes  religion  and  virtue  very 
real  things. 

(6)  The  church  should  see  to  it  that  good 
books,  good  music  and  good  art  find  their  way 
into  the  home.  The  child's  appetite  for  read- 
ing is  now  very  keen,  and  it  should  be  gratified 
by  an  abundance  of  the  very  best.  The  church 
can  circulate  lists  of  recommended  books 
among  the  families  of  the  church  and  in  many 
ways  encourage  the  purchase  and  reading  of 
the  best  books.  (See  book  lists  at  the  close  of 
this  chapter.) 

(7)  The  home  should  provide  opportunity 
for  occupational  work.  The  boys  should  have 
their  work  benches,  tool  chests,  dark  rooms  for 
photography,  etc.  Girls  should  have  space  for 
their  work  in  sewing,  crocheting,  cooking,  etc. 
Parents  should  let  a  boy  take  his  work  bench 
into  the  parlor,  rather  than  drive  the  boy  into 
the  street.* 

(8)  Children  should  now  have  their  individ- 
ual rooms  where  they  can  keep  books,  tools, 
toys,  etc.,  that  are  their  very  own  and  to  which 

*  See  book  list  at  the  close  of  this  chapter. 

[145] 


THE  CHURCH  SCHOOL 

they  may  retire  to  be  '^all  alone/ ^  The  child's 
right  to  privacy  should  be  inviolate.  If  the 
house  will  not  permit  each  child  to  have  his  own 
room,  at  least  a  corner,  shelf,  drawer  or  box 
can  be  provided  that  shall  contain  the  personal 
possessions  of  each  child. 

(9)  As  the  age  of  puberty  approaches  the 
child  should  have  frank,  private  conferences 
with  father  or  mother  on  sex  matters.  The 
problem  of  sex  must  be  presented  as  a  natural, 
beautiful  and  dignified  aspect  of  life.^ 

The  day  school  is  adjusting  its  curricula  and 
program  to  meet  the  mental,  social  and  physical 
b.  Day  School  ^^^^s  of  prcadolesceuce.  The 
Activities  church  should  cooperate  in  every 

enterprise  of  the  city  and  state  to  better  care 
for  the  children.  The  church  can  do  much  to 
create  the  public  sentiment  that  will  make  it 
possible  for  the  school  to  give  wise  supervision 
to  plays  and  games,  and  to  provide  superior 
courses  of  instruction  in  social  and  industrial 
education. 

(1)  Wo7^ship.  The  beautiful  services  of  wor- 
ship which  have  been  begun  in  the  earlier 
grades  must  be  continued  in  the 
School  Junior   Department.     Now  is   the 

time  for  memorizing  great  Bible 
passages,  hymns  and  prayers,  and  these  should 
be  made  use  of  in  the  worship  service  of  the 
department.  Good  order  must  be  insisted  upon 
in  every  department  of  the  church  school,  but 
it  is  especially  necessary  during  the  devotional 

*  For  book  list  see  chapter  11. 

[146] 


JUNIOR  DEPARTMENT 

period.  It  is  a  confession  of  weakness  and 
cowardice  on  the  part  of  teachers  to  say  that 
the  church  school  cannot  maintain  as  good  or- 
der as  that  found  in  the  public  schools.  The 
church  school  must  maintain  better  order  than 
the  public  school.  A  disorderly  church  school 
is  an  immoral  institution.  Whatever  types  of 
discipline  are  necessary  to  obtain  perfect  quiet 
and  reverence  in  the  church  school  must  be  re- 
sorted to  by  those  in  charge.  The  atmosphere 
of  worship  must  be  secured  and  maintained. 
In  such  an  atmosphere  it  is  possible  to  secure 
the  emotional  responses  which  will  constitute 
real  communion  of  boys  and  girls  with  a  kind 
and  loving  heavenly  Father. 

(2)  Classroom  Expression.  Good  teaching 
demands  that  the  children  of  this  department 
shall  draw  maps,  prepare  notebooks,  construct 
models,  write  stories,  recite  memory  selections, 
participate  in  song  and  worship  services,  and 
in  many  other  ways  give  expression  to  the  facts 
presented  in  the  lessons.  The  classes  must  be 
small  enough  to  permit  of  individual  recita- 
tions, and  the  equipment  must  be  in  every  way 
adequate. 

(3)  Group  Benevolences  and  Social  Life.  In 
order  that  the  lesson  truths  may  be  carried 
over  into  conduct,  the  class  teachers  must  or- 
ganize and  direct  lines  of  expression  which  will 
relate  the  lesson  theme  to  the  problems  of  every- 
day life.  Mr.  Ralph  E.  Difendorfer,  in  the  Pil- 
grim Teacher  for  April,  1913,  shows  how  the 
missionary  lessons  of  the  period  may  find  con- 

[147] 


THE  CHUECH  SCHOOL 

Crete  expression.  He  says:  **Two  or  three 
things  come  into  the  life  of  Junior  boys  and 
girls  which  increase  the  range  of  missionary 
activity  and  service.  The  study  of  geography 
and  history,  based  on  the  new  senses  of  space 
and  time,  gives  a  real  interest  to  the  hitherto 
undiscovered  worlds  of  the  past  and  of  the  far- 
away. Boys  and  girls  also  have  a  new  interest 
in  constructing  and  collecting  material  things 
which  makes  it  possible  to  offer  them  a  much 
wider  range  of  activity.  In  addition,  there- 
fore, to  the  suggestions  for  children  under 
nine,  most  of  which  are  applicable  to  these 
boys  and  girls,  the  Juniors  may  collect  pic- 
tures ;  make  scrap-books  for  hospitals,  orphan- 
ages and  foreign  mission  stations ;  collect  mag- 
azines and  papers  for  homes  for  the  aged  and 
poor,  soldiers  and  sailors  and  for  Salvation 
Army  quarters,  and  construct  articles  for  gifts, 
especially  at  Christmas  and  Easter  time. 

*  *  The  Junior  age  is  the  time  to  emphasize  the 
systematic  giving  of  money  which  will  have 
value  insofar  as  the  child  realizes  that  the 
money  is  his  own.  On  account  of  the  new  inter- 
est in  the  things  that  he  possesses,  times  of 
self-denial  are  very  apropos.  Current  sym- 
.pathies  arising  out  of  great  disasters,  such  as 
storms  and  famine,  offer  such  opportunities. ' ' 

The  Junior  teacher  can  assist  the  parents  in 
planning  and  executing  social  functions  in  the 
homes.  This  will  cultivate  right  friendships 
and  standardize  forms  of  amusement  and  en- 
tertainment in  the  community.    If  the  play  life 

[148] 


JUNIOR  DEPARTMENT 

of  the  community  is  not  directed  by  the  day 
school,  the  teachers  of  the  Junior  children  may 
concern  themselves  with  the  playground  prob- 
lems. 

9.  Okganization 

a.  Department  superintendent 

b.  One  or  more  secretaries,  depending  upon 
the  number  of  branches  of  expressional  work 
maintained  by  the  department 

c.  Organist  and  chorister 

d.  Class  teachers.  Classes  in  this  depart- 
ment should  not  exceed  fifteen  pupils 

The  department  superintendent  will  prepare 
a  plan  book  for  the  department  in  which  the 
outlines  and  general  plans  for  all  the  classes  in 
the  department  will  be  set  forth  in  detail.  The 
work  must  be  planned  in  advance.  These  plans 
must  include  music  and  responses  for  the  de- 
partmental worship  periods,  details  of  the  les- 
sons in  the  four  grades  of  the  department  for 
each  Sunday,  plans  for  special  day  exercises, 
a  general  outline  of  the  social  plans  for  the  de- 
partment, etc. 

Weekly  departmental  teachers'  meetings 
must  be  held,  at  which  time  the  work  of  the  fol- 
lowing Sunday  will  be  planned  to  the  minutest 
detail.  The  teachers  of  the  department  should 
be  doing  systematic  reading,  and  this  teachers' 
conference  is  just  the  time  for  discussion  and 
reports. 

The  department  superintendent  must  have  a 
group  of  cadet  teachers  always  on  hand.    They 

[  149  ] 


THE  CHURCH  SCHOOL 

should  be  the  young  people  who  hare  finished 
at  least  one  year  of  the  teacher-training  course 
in  the  Senior  or  Adult  Department  of  the 
school.  There  should  be  as  many  cadets  as 
there  are  regular  teachers  in  the  department. 
These  cadets  should  attend  the  departmental 
teachers'  meetings,  be  present  as  assistant 
teachers  each  Sunday,  assisting  the  regular 
teachers,  observing  the  methods  of  the  experi- 
enced teachers,  and  occasionally  actually  teach- 
ing the  classes  under  the  supervision  of  the 
superintendent  or  other  experienced  teachers. 
Vacancies  from  the  teaching  force  will  be  filled 
from  the  ranks  of  the  cadets. 

The  Junior  teachers  should  have  at  their  dis- 
posal a  library  of  books  selected  from  the  list 
published  at  the  close  of  this  chapter. 

10.  Progkam 

The    program    of    the  Junior    Department 

should  occupy  from  one  and  one-half  to  two 

hours.  It  should  consist  of  three  distinct  pe- 
riods as  follows: 

Part  1.    A  period  of  worship 

This  should  be  a  devotional  service,  planned 
to  meet  the  needs  of  the  children.  The  songs 
should  be  quiet  and  worshipful;  the  prayers 
should  be  a  real  communion  between  the  chil- 
dren and  their  heavenly  Father.  It  is  well  to 
have  a  brief  talk  here,  provided  there  is  avail- 
able some  one  who  can  talk  simply  to  children 
on  the  profound  problems  of  life,  duty  and  con- 

[  150  ] 


JUNIOR  DEPARTMENT 

duct.     The  following  is  a  suggested  order  of 
service  for  this  period: 

(1)  Voluntary 

(2)  Announcements  and  reports  for  previous 

Sunday 

(3)  Song 

(4)  Prayer.    Responses  by  children. 

(5)  Offertory.  Class  collections  for  church 
and  school 

(6)  Brief  talk  by  leader  appropriate  to  gen- 
eral lesson  theme  or  adapted  to  present-day 
problems  of  the  Junior  children 

(7)  Responses  from  classes.  This  should  be 
in  the  nature  of  recitations  of  lessons  learned 
during  the  study  or  the  expressional  hours. 
This  period  should  not  be  used  for  teaching 
purposes,  but  for  the  expression  of  material 
learned  elsewhere. 

(8)  Song 

(9)  Closing  prayer.  Song  response  by  chil- 
dren. The  children  now  march  quietly  to  their 
classrooms. 

Part  2.    Period  of  instruction 

The  following  order  of  exercises  is  recom- 
mended for  the  class  study  period : 

(1)  Class  announcements.    Must  be  brief. 

(2)  Taking  class  record,  including  church 
attendance,  birthday  offerings,  etc. 

(3)  Brief  devotional  period.  This  may  in- 
clude concert  prayers  by  class  recognizing 
birthdays,  new  pupils,  etc. 

(4)  Lesson  study  period.     This  will  include 

[151] 


THE  CHURCH  SCHOOL 

table  work,  reviews  and  drills  and  the  teaching 
of  the  regular  lesson  of  the  day. 

(5)  Brief  closing  prayer 

The  first  three  items  in  this  program  should 
consume  less  than  ^ve  minutes.  The  time  given 
to  birthday  offerings  is  usually  too  great  for 
the  meager  educational  value  which  the  service 
affords.  Thirty  minutes  should  be  left  for  the 
lesson  study  period. 

Part  3.    Period  of  expressional  work 

This  period  is  more  informal  than  the  class 
period.  It  is  a  laboratory  period  in  which  the 
children  work  their  class  lessons  over  into  con- 
duct. Occasionally  this  period  may  be  used  to 
instruct  children  regarding  required  home 
work  and  classroom  expressional  work. 

Three  things  must  be  accomplished  in  this 
period : 

(1)  Children  must  be  taught  the  great 
church  hymns  and  the  great  memory  chapters 
of  the  Bible,  preparing  them  to  participate  in- 
telligently in  the  church  services  of  the  adult 
congregation.  The  pastor  and  choir  leaders 
must  build  this  material  into  their  order  of 
service. 

(2)  The  lessons  of  the  quarter  must  be  re- 
lated to  the  daily  life  of  the  pupils. 

(3)  In  their  own  way  they  investigate  cases 
of  suffering,  proposed  expenditures  of  class 
funds,  etc.,  and  decide  what  they  ought  to  do 
about  it  and  then  do  it.  They  not  only  discuss 
their  problems  but  they  are  led  to  pray  about 

[152] 


JUNIOR  DEPARTMENT 

them,  and  their  prayers  are  very  real  prayers. 
The  teacher  must  direct  this  work.  Besides 
giving  a  portion  of  their  funds  to  the  church  to 
help  support  their  church  and  their  pastor, 
they  must  have  a  class  treasury  with  special 
class  responsibilities.  Occasionally  several 
classes  may  unite  in  some  worthy  service. 

This  period  will  include  all  the  activities  now 
usually  attempted  by  Junior  Endeavor  Socie- 
ties, Junior  Leagues,  etc.  The  class,  rather 
than  the  department,  should  be  the  unit  of  or- 
ganization for  expressional  work,  and  the  class 
teacher  should  direct  the  expressional  period. 

This  program  should  be  given  at  least  two 
hours  of  time.  If  only  one  and  one-half  hours 
can  be  given  to  the  church  school,  the  following 
schedule  is  suggested : 

9 :  30-  9 :  45 — Period  of  devotional  worship 
9 :  45-10 :  20 — Period  of  instruction 

10 :  20-10 :  50 — Period  of  expressional  work 

10 :  50- 11 :00— Recess 

11 :  00-12 :  00 — Regular  church  service.  Chil- 
dren seated  with  parents 

If  the  expressional  period  must  be  put  in  the 
afternoon,  care  must  be  taken  to  have  the  work 
correlated  with  the  class  work  of  the  morning. 
It  is  necessary  for  the  same  teachers  and  offi- 
cers to  be  in  charge  of  both  services. 

11.  Equipment 

This  should  be  a  beautiful  room.  The  color 
scheme,  arrangement  and  color  of  furniture, 

[153] 


THE  CHUECH  SCHOOL 

and  the  architectural  design  should  combine  to 
Th   1  ni  r    ^^^^^®  ^^  atmosphere  of  worship, 
Assembly  for  here  is  where  the  children  are 

°°"^  taught  the  meaning  of  worship.    A 

few  of  the  masterpieces  of  religious  art  on  the 
walls  and  paintings  in  the  windows  will  help 
much  in  teaching  reverence.  The  following 
masterpieces  are  suitable  for  Junior  grades 

Detail  Head  of  the  Christ,  Hofmann 

Christ  Among  the  Doctors,  Hofmann 

Christ  and  the  Rich  Young  Ruler,  Hofmann 

The  Sistine  Madonna,  Raphael 

The  Good  Shepherd,  Plockhorst 

Head  of  St.  Paul,  Raphael 

The  Angelus,  Millet 

The  Shepherdess,  Plockhorst 

Christ  and  the  Fishermen,  Zimmerman 

The  assembly  room  should  be  large  enough 
to  seat  all  the  classes  in  the  department. 
Chairs  harmonizing  with  the  other  furniture  of 
the  room  are  best  for  seating  this  room.  The 
floor  should  be  covered  with  a  heavy  rug.  This 
will  prevent  much  noise  from  moving  chairs. 

The  furniture  of  the  room  should  include  a 
piano,  blackboard,  attendance  record  board,  a 
movable  platform  and  a  table  for  the  superin- 
tendent or  director.  A  cloakroom  should  be 
provided  near  the  entrance  to  the  assembly 
room,  and  children  should  be  asked  to  remove 
their  wraps  before  going  into  the  assembly  hall 
or  classrooms. 

Enough  classrooms  should  be  provided  for 
all  grades  of  this  department.     It  is  best  to 

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JUNIOR  DEPARTMENT 

have  them  adjoining  the  assembly  room  or 
connected  by  a  corridor.  Each  room 
must  be  well  lighted  and  ventilated. 
Plain  glass  should  always  be  used  in  classroom 
windows  because  the  pupils  need  good  light  for 
study  and  handwork. 

The  classroom  walls  must  be  clean  and  well 
decorated.  Pictures  similar  to  the  ones  used 
in  the  assembly  room  should  be  chosen  for  each 
classroom.  The  classrooms  should  have  the 
following  furniture : 

(1)  Chairs.  The  Moulthrop  combination 
chair  and  desk  is  highly  desirable  for  Junior 
classrooms.  Plain  chairs,  adjusted  to  children, 
should  be  used  with  tables.  Rubber  tips  will 
prevent  noise. 

(2)  Tables.  Regular  laboratory  tables  con- 
taining drawers  for  material  are  very  satisfac- 
tory. Size  about  32  inches  by  24  inches ;  height 
27  to  28  inches.  These  may  be  arranged  in  two 
rows.  A  large  table  6  feet  by  2%  feet  is  satis- 
factory for  a  class  of  eight  children  doing 
handwork.  These  tables  may  be  made  by  a 
carpenter  or  furnished  by  a  local  dealer. 

(3)  Case  for  Supplies.  Every  classroom 
should  be  provided  with  a  case  for  the  general 
supplies  of  the  class.  Individual  working  ma- 
terial may  be  kept  in  table  drawers  if  these  are 
provided.  Cases  in  sectional  parts  are  most 
satisfactory.  There  should  be  special  sections 
for  pictures,  small  maps,  drawing  paper,  ster- 
eoscope  pictures,    cards,   clay,   modeling  ma- 

[155] 


THE  CHUECH  SCHOOL 

terial,  etc.    It  is  necessary  that  all  material  for 
class  use  be  conveniently  filed. 

(4)  Glass  Case  for  Models.  A  small  glass 
case  in  which  models,  paper  pulp  maps,  etc. 
made  by  the  pupils  may  be  kept,  will  be  very 
useful  as  well  as  an  inspiration  to  the  children 
of  the  department. 

(1)  Blackboards.  It  is  best  to  have  all  black- 
boards built  into  one  side  of  the  room.    Slate 

Material  boards  are  always  best,  but  hylo- 
^r  Lesson  plato  boards  are  very  satisfactory. 
Movable  blackboards,  either  on 
standards  or  to  be  hung  on  the  wall,  may  be  ob- 
tained from  dealers  in  school  furniture  at  from 
$1.50  to  $10.00  each. 

(2)  Maps.  The  best  series  of  large  maps  for 
class  use  are  the  Kent-Madsen  historical  maps ; 
size  3%  by  5  feet,  price  $2.00  each.  Published 
by  the  Presbyterian  Board  of  Publication, 
Philadelphia,  Pa.  The  series  includes  eight 
maps,  as  follows: 

No.  1.     Topo^aphical  Map  of  Palestine 
No.  2.     Period  of  the  Wilderness  Wandering 

Period  of  Hebrew  Settlement  in  Canaan 
No.  3.     United  Hebrew  Kingdom 

Divided  Hebrew  Kingdom 
No.  4.     Assyrian,  Babylonian  and  Persian  Empires 
No.  5.     Restored   Jewish   Community 

The  Maccabean  Kingdom 
No.  6.     Herod's  Elingdom 

Palestine  in  the  time  of  Jesus 
No.  7.     St.    Paul's    Journeys    and    the    Early    Christian 

Church 
No.  8.     The  Chronological  Chart 

[156] 


JUNIOR  DEPAETMENT 

The  W.  &  A-  K  Johnston  Grand  Series  of 
Scriptural  Geography  maps  are  perhaps  the 
finest  finished  maps  to  be  obtained.  The  series 
includes  Countries  of  the  Bible,  Travels  of  St. 
Paul,  The  Exodus,  Holy  Land — or  Canaan  and 
Palestine.  Size,  50  by  42  inches.  Price,  $7.25 
each.  Published  by  A.  J.  Nystrom  &  Co.,  Chi- 
cago. Fairly  good  wall  maps,  finished  on  linen 
paper,  unmounted,  large  size,  may  be  secured 
at  $1.00  each  from  A.  H.  Eilers  &  Co.,  St. 
Louis,  Mo. 

Class  Maps  in  Sets.  The  Kent-Madsen  class 
maps  are  the  best  that  can  be  obtained  for 
classroom  work.  The  series  is  the  same  as  the 
larger  set  listed  above,  but  the  maps  are 
smaller,  and  mounted  on  a  roller  with  tripod. 
Two  maps  are  20  by  28  inches  and  five  are  18% 
by  27  inches.  Price  of  the  complete  set,  $5.00. 
Any  denominational  publishing  house. 

Relief  Maps,  A  large  relief  map  of  Palestine 
which  gives  a  very  concrete  idea  of  the  land 
may  be  secured  from  the  Atlas  School  Supply 
House,  Chicago,  for  $15.00.  Excellent  for 
Junior  work.  The  Edwin  E.  Howell  Eelief 
Map  of  Palestine  and  Mt.  Sinai  Peninsula,  5 
feet  3  inches  by  3  feet  6  inches,  may  be  obtained 
for  $50  from  HowelPs  Microcosm,  612  17th 
Street,  N.  W.,  Washington,  D.  C. 

Small  Maps  for  Class  Use.  These  maps  are 
22  by  28  inches.  When  mounted  on  heavy 
cardboard  they  are  quite  satisfactory.  Price 
25  cents  each.    Wm.  H.  Dietz  &  Co.,  Chicago. 

Small  Maps  for  Notebooks.    Size,  9  by  11% 

[157] 


THE  CHUECH  SCHOOL 

inches,  3  cents  each;  25  cents  per  dozen.  Size, 
5%  by  8  inches,  2  cents  each;  12  cents  per 
dozen.    Methodist  Book  Concern,  New  York. 

Outline  maps  to  be  filled  in  by  pupils,  1  cent 
each.    Atlas  School  Supply  Co.,  Chicago. 

Belief  maps,  size  9  by  11  inches,  10  cents 
each;  75  cents  per  dozen.  William  Beverly 
Harrison  Co.,  15  Broadway,  New  York,  N.  Y. 

The  Bailey  Series  of  Outline  Maps,  size  7% 
by  9y2  inches,  are  on  good  paper  and  are  very 
good  for  coloring.  Price  2  cents  each.  New 
York  Sunday  School  Commission,  73  Fifth 
Avenue,  New  York. 

(3)  Globes.  See  catalogue  of  Band,  McNally 
&  Co.,  Chicago,  or  A.  J.  Nystrom  &  Co.,  Chi- 
cago, for  list  of  globes. 

(4)  Models.  Models  especially  suited  to  the 
work  of  this  department  are:  temple,  taber- 
nacle, ark  of  the  covenant,  altar,  water  bottle, 
oriental  houses,  shepherd's  tent,  rod  and  staff, 
ancient  mill,  etc.  These  may  be  secured  from 
Wm.  H.  Dietz  &  Co.,  Chicago,  or  through  any 
denominational  publishing  house,  at  from  25 
cents  to  $5.00  each.  Those  interested  in  build- 
ing an  oriental  museum  should  correspond  with 
the  American  Colony  Store,  Jerusalem,  Pales- 
tine. 

(5)  Pictures.  Pictures  for  notebook  work, 
illustrating  Bible  lands,  may  be  secured  at  1 
cent  each  from  W.  A.  Wilde  Co.,  Boston. 
Many  of  the  best  pictures  representing  Bible 
lands  are  found  in  magazines.  The  National 
Geographic  Magazine,  published  at  Washing- 

[158] 


JUNIOR  DEPARTMENT 

ton,  D.  C,  is  excellent  for  these.  The  January, 
1914,  number  contains  exceptionally  good  des- 
ert scenes.  The  American  Colony  Store,  Jeru- 
salem, has  very  good  photographs  of  scenes  in 
Bible  lands. 

Reproductions  of  religious  paintings  in  the 
one-half,  one,  two,  five  and  ten  cent  sizes  can  be 
secured  from  the  Perry  Picture  Co.,  Maiden, 
Mass.,  or  the  Brown  Picture  Co.,  Beverly, 
Mass.  Large  pictures  for  classroom  walls  may 
be  bought  through  a  local  art  store  or  from  the 
Cosmos  Picture  Co.,  New  York  City ;  Manz  En- 
graving Co.,  Chicago;  Scharf  Bros.,  Chicago 5 
or  A.  W.  Elson  &  Co.,  Boston,  Mass. 

(6)  Memory  drill  charts.  Large  charts  in- 
cluding the  books  of  the  Bible,  the  Psalms,  the 
Beatitudes  and  the  Ten  Commandments,  etc. 
From  $1.00  to  $3.00  each.  Wm.  H.  Dietz  & 
Co.,  Chicago,  or  any  denominational  publish- 
ing house. 

(7)  Sand  tables  and  trays.  These  may  be 
made  by  a  local  workman,  or  purchased  from 
school  supply  companies.  See  catalogue  of 
Thomas  Charles  Co.,  Chicago,  for  further  ref- 
erence. 

(8)  Clay,  paper  pulp,  etc.  Prepared  clay  for 
map  modeling  may  be  obtained  at  25  cents  a 
pound  from  Thomas  Charles  Co.,  Chicago,  or 
common  clay  mixed  with  water  may  be  used 
when  wanted  in  large  quantities.  Paper  pulp 
or  flour  and  salt  for  map  making  may  readily 
be  prepared  by  the  teacher.  For  fuller  infor- 
mation see  Maltby,  Map  Modeling,  75  cents,  A. 

[159] 


THE  CHURCH  SCHOOL 

Flanagan  Co.,  Chicago,  or  Littlefield,  Hand- 
work  in  the  Sunday  School,  $1.00,  Sunday- 
School  Times  Co.,  Philadelphia. 

(9)  Stereoscopes  and  pictures.  Stereoscopes 
and  stereograph  pictures  are  very  valuable  for 
illustrating  Junior  lessons.  Pictures  to  illus- 
trate the  graded  lessons  may  be  obtained  from 
Underwood  &  Underwood,  12  and  13  West  39th 
St.,  New  York,  N.  Y.  Stereopticon  slides  illus- 
trating Bible  lands  may  be  obtained  from  Un- 
derwood &  Underwood,  and  beautiful  hand 
colored  slides  of  the  great  religious  master- 
pieces may  be  secured  from  Frances  Farrar, 
East  Elmira,  New  York. 

12.  Tests  for  the  Junior  Department 

Do  the  Junior  children  know  the  Bible  story 
in  terms  of  great  personalities? 

Do  they  test  greatness  in  terms  of  good  will 
towards  society? 

Are  they  so  familiar  with  the  Bible  as  a  book 
that  they  can  use  it  as  a  tool  in  future  years  ? 

Have  the  children  memorized  fifteen  or 
twenty  of  the  great  hymns  of  the  church  and 
do  they  know  many  of  the  great  passages  of 
the  Bible? 

Has  your  church  some  regular  method  of 
securing  the  attendance  of  Junior  children  at 
the  regular  church  service?  Do  your  Junior 
children  attend  church  habitually? 

Are  the  Junior  teachers  supplied  with  a  good 
working  library,  and  does  your  church  provide 
the  equipment  listed  in  this  chapter? 

[160] 


JUNIOR  DEPARTMENT 

Does  the  department  hold  frequent  meetings 
of  the  parents  of  Junior  children  for  the  pur- 
pose of  instructing  them  regarding  the  work  of 
the  department  and  giving  information  bearing 
upon  the  child's  home  reading,  occupation  and 
social  life? 

Do  the  class  teachers  direct  the  expressional 
work  of  the  children?  In  what  ways,  for  ex- 
ample, have  the  lessons  of  the  study  period 
been  carried  out  into  the  real  lives  of  the  chil- 
dren! 

Have  the  teachers  held  a  public  exhibition  of 
the  handwork,  map  drawing,  notebooks,  etc.? 

As  a  result  of  Christian  nurture  are  a  num- 
ber of  the  Junior  children  expressing  a  desire 
to  join  the  church? 

13.  Memory  Work  for  the  Junior  Grades 
a.  Some  of  the  Great  Church  Hymns  that 
Junior  Children  Should  Memorise: 

Holy,  Holy,  Holy,  Heher 

Doxology,  Ken 

Nearer,  My  God,  to  Thee,  Adams 

Faith  of  Our  Fathers,  Living  Still,  Faher 

The  Church's  One  Foundation,  .Stone 

Abide  with  Me,  Lyte 

The  Son  of  God  Goes  Forth  to  War,  Heher 

Come,  Thou  Almighty  King,  Wesley 

My  Faith  Looks  Up  to  Thee,  Palmer 

Jesus  Shall  Reign  Where'er  the  Sun,  Watts 

We've  a  Story  to  Tell  to  the  Nations^  Sterne 

Saviour,  Like  a  Shepherd  Lead  Us,  Thrupp 

Jesus,  Lover  of  My  Soul,  Wesley 

Blest  Be  the  Tie  That  Binds,  Fawcett 

Who  Is  on  the  Lord's  Side?  Havergal 

How  Firm  a  Foundation,  Keith 

[161] 


THE  CHUECH  SCHOOL 

What  a  Friend  We  Have  in  Jesus,  Scriven 
Onward,  Christian  Soldiers,  Baring-Gould 
All  Hail  the  Power  of  Jesus'  Name,  Perronet 

b.  List  of  Psalms  and  Great  Memory  Chap- 
ters that  Junior  Children  Should  Know- 

The  Twenty-third  Psalm 

The  First  Psalm 

The  One  Hundredth  Psalm 

The  Twenty-fourth  Psalm 

The  Nineteenth  Psalm 

The  One  Hunded-seventeenth  Psalm 

The  Ninety-fifth  Psalm 

The  Lord's  Prayer.    Matthew  6:9-13 

The  Ten  Commandments.     Exodus  20:1-17 

The  Great  Commandments.     Matthew  22:35-40 

The  Beatitudes.     Matthew  5:3-12 

Extracts    from    the    Sermon    on    the    Mount,    especially 

Matthew  5:1-17 
Parables,  especially  the  Sower,  the  Good   Shepherd,  the 

Ten  Virgins,  the  Talents.    Matt.  13:3-8;  John  10:1-11; 

Matt.  25:1-13;  Matt.  25:14-29.     Other  great  passages: 

Matt.    11:28-30;    Matt.    7:7-12;    Matt.    6:25-34;    John 

15:1-17;  Phil.  4:8. 

Some  of  these  references,  such  as  the  Ijord's 
Prayer,  the  Twenty-third  Psalm,  etc.  should 
have  been  learned  in  the  Primary  Department, 
but  if  the  children  do  not  know  them  they 
should  be  taught  in  this  department. 

14.  JuNiOK  Poems  and  Songs 
a.  Thanksgiving  Songs 

"We  Plough  the  Fields,  and  Scatter,"  Child  Religion  in 

Song  and  Story,  p.  206. 
"0   Worship  the  King,"   Shepardson  &  Jones,  Scripture 

and  Song  in  Worship,  p.  124. 

[162] 


JUNIOR  DEPARTMENT 

'Tklay  Jesus  Christ  Be  Praised,"  Eichhorn,  Songs  for  Suth 
day  Schools  and  How  to  Use  Them,  p.  1. 

"A  Song  of  Praise,"  Shepardson  &  Jones,  Scripture  and 
Song  in  Worship,  p.  125. 

"Thanksgiving  Hymn,"  Hofer,  Primary  and  Junior  Songs, 
p.  39. 

"Come,  Ye  Thankful  People,"  Shepardson  &  Jones,  Scrip- 
ture and  Song  in  Worship,  p.  128. 

"Praise  the  Lord,"  Wilson-Fearis,  The  Junior  Choir,  No.  1, 
p.  3. 

"The  God  of  Harvest  Praise,"  Gloria  in  Excelsis,  p.  422. 

"Anthems  to  God  Above,"  Gloria  in  Excelsis,  p.  426. 

b.  Thanksgiving  Psalms 

The  Twenty-fourth  Psalm 
The  Ninety-fifth  Psalm,  verses  1-6 
The  One  Hundred-seventeenth  Psalm 
The  One  Hundredth  Psalm 

c.  Christmas  Songs  and  Hymns 

"0  Little  Town  of  Bethlehem,"  Eichhorn,  Songs  for  the 
Sunday  School  and  How  to  Use  Them,  p.  40. 

"Hark,  the  Herald  Angels  Sing,"  Shepardson  &  Jones, 
Scripture  and  Song  in  Worship,  p.  32. 

"It  Came  Upon  the  Midnight  Clear,"  Shepardson  &  Jones, 

Scripture  and  Song  in  Worship,  p.  26. 

"Holy  Night,  Silent  Night,"  Danielson  &  Conant,  Songs 
for  Little  People,  p.  32. 

See  Hymns  of  Worship  and  Service  for  the  Sunday  School 
for  many  of  the  great  Christmas  hymns. 

Collection  of  Christmas  Carols,  edited  by  S.  Arthur  Gib- 
son and  published  by  G.  Schirmer. 

"Oh,  Come,  All  Ye  Faithful,"  H«fer,  Primary  and  Junior 
Songs,  p.  39. 

"The  God  of  Abraham  Praise,"  Eichhorn,  Songs  for  the 
Sunday  School  and  How  to  Use  Them,  p.  33. 

"While  Shepherds  Watched  Their  Flocks,"  Danielson  & 
Conant,  Songs  for  Little  People,  p.  36. 

"Joy  to  the  World,  the  Lord  Is  Come,"  Hymns  of  Wor- 

[163] 


THE  CHURCH  SCHOOL 

ship  and  Service  for  the  Sunday  School,  or  Gloria  in 
Excelsis. 
"Shout  the  Glad    Tidings,"    Nutter,    Hymns  and    Hymn 
Writers  of  the  Church,  p.  66. 

d.  Easter  Anthems  and  Songs 

"The   Risen   Lord,"    Shepardson   &   Jones,   Scripture  and 

Song  in  Worship,  p.  48. 
"Easter  Anthem,"  Chamberlin,  Child  Religion  in  Song  and 

Story  (Walks  with  Jesus),  p.  246. 
"God  Sends  His  Bright  Spring  Sun,"  Chamberlin,  Child 

Religion  in  Song  and  Story,  p.  249. 
"Easter    Carol,"    Danielson    &    Conant,   Songs   for   Little 

People,  p.  40. 
"Easter  Bells,"   Eichhom,  Songs  for  the  Sunday  School 

and  How  to  Use  Them,  p.  50. 
See    Hymns    of    Worship    and    Service    for    the    Sunday 

School. 
Collection  of  Six  Easter  Carols,  edited  by  F.  F.  Harker, 

and  published  by  G.  Schirmer. 
"Easter  Song,"   Chamberlin,  Child  Religion  in  Song  and 

Story,   (Walks  with  Jesus),  p.  245. 

e.  Bible  Poetry  with  Reference  to  the  Seasons 

Rain.    He  causeth  to  come  down  for  you  the  rain.     Joel 

2:23. 
Snow.     He  giveth  snow  like  wool.     Psalm  147:16. 
Ice.    He  casteth  forth  His  ice  like  morsels.    Psalm  147 :17. 
The  waters   hide   themselves   and   become   like   stone. 
Job  38:30. 
Wind.     He  causeth  His  wind  to  blow.     Psalm  147:18. 
Awake,  0  north  wind;  and  come,  thou  south; 
Blow  upon  my  garden.     Song  of  Solomon  4:16. 
Sunshine.     Truly  the  light  is  sweet,  and  a  pleasant  thing 
it  is  for  the  eyes  to  behold  the  sun.    Ecclesiastes 
11:7. 
Spring.     For  lo,  the  winter  is  past; 
The  rain  is  over  and  gone; 

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JUNIOR  DEPARTMENT 

The  flowers  appear  on  the  earth; 

The  time  of  the  singing  of  birds  has  come.     Song  of 
Solomon  2:11-12. 

The  tender  grass  springeth  out  of  the  earth, 

Through  clear  shining  after  rain.     II  Samuel  23:4. 
Summer  and  Winter.     Thou  hast  made  summer  and  win- 
ter.    Psalm  74:17. 
Harvest  Time.     The  trees  of  the  field  shall    yield    their 
fruit.    Leviticus  26:4. 

At  our  doors  are  all  manner  of  precious  fruits.     Song 
of  Solomon  7:13. 
Day  and  Night. 

Truly  the  light  is  sweet,  and  a  pleasant  thing  it  is  for 
the  eyes  to  behold  the  sun. 

The  sun  also  ariseth,  and  the  sun  goeth  down. 

Thou  makest  darkness,  and  it  is  night, 

Wherein  all  the  beasts  of  the  forest  creep  forth. 

The  sun  ariseth,  they  get  them  away. 

And  lay  them  down  in  their  dens. 

Man  goeth  forth  unto  his  work 

And  to  his  labor  until  the  evening. 

Ecclesiastes  11:7;  1:5;  Psalm  104:  20,  22,  23. 

15.  PiCTUBE  Study  for  the  Junior  Grades 
Fourth  Grade 

Washington   Crossing  the  Delaware,  Leutze 

The  Horse  Fair,  Bonheur 

The  Capitol  Building  at  Washington,  D.  C. 

The  Wrestlers 

State  Capitol  Building 

The  Gleaners,  Millet 

Statue  of  Lincoln,  St.  Gaudens 

Madonna  in  Adoration,  Correggio 

The  Monarch  of  the  Glen,  Landseer 

Fifth  Grade 
The  Coliseum 
The  Minute  Man,  French 

[166] 


THE  CHUECH  SCHOOL 

Aurora,  Beni 

The  Holy  Family,  Murillo 

The  Shepherdess,  Lerolle 

Milan  Cathedral 

Return  to  the  Farm,  Troyon 

Signing  the  Declaration  of  Independence,  Trumbull 

Plowing,  Bonheur 

Sixth  Grade 

Christ  and  the  Doctors,  Hofmann 

St.  Michael  and  the  Dragon,  Beni 

The  Pyramids  and  Sphinx 

The  Mill,  Buysdael 

The  Lion  of  Lucerne,  Thorwaldsen 

Cologne  Cathedral 

Winged  Victory  of  Samothrace 

The  Fog  Warning,  Homer 

St.  Barbara,  Palma  Vecchio 

The  Connoisseurs,  Landseer 

Seventh  Grade 

The  Parthenon  and  Acropolis 

Westminster  Abbey 

The  Last  Communion  of  St.  Jerome,  Domenichino 

St.  Peter's,  Rome 

The  Transfiguration,  Baphael 

The  Old  Temeraire,  Turner 

The  Marriage  of  the  Virgin,  Baphael 

The  Laocoon 

St.  Cecilia,  Baphael 

Temperance,  Burne-Jones 

CLASSIFIED    BOOK    LISTS    FOR    THE 
JUNIOR  DEPARTMENT 

1.  Refeeence  Books  fok  Junior  Teachers 

Teachers'  texts  of  all  graded  courses. 
Weigle,    The  Pupil    and    the    Teacher,    50c.     George  H. 
Doran  Co.,  New  York. 

[166] 


JUNIOR  DEPARTMENT 

Kirkpatrick,   The  Fundamentals   of   Child  Study,   •$1.25. 

The  Macmillan  Co.,  New  York. 
Koons,  The  Child's  Religious  Life,  75c.     Methodist  Book 

Concern,  New  York. 
Betts,  The  Recitation,  60c.    Houghton,  MifBin  Co.,  Boston. 
Bailey,  For  the  Children's  Hour,  $1.50.     Milton  Bradley- 
Co.,  Springfield,  Mass. 
Du  Bois,  The  Point  of  Contact  in  Teaching,  'TSc.     Dodd, 

Mead  &  Co.,  New  York. 
Hastings,  Dictionary  of  the  Bible,  1  volume,  $5.00.  Charles 

Scribner's  Sons,  New  York. 
Hurlbut,  Bible    Atlas,    $2.00.      Rand    McNally    &    Co., 

Chicago. 
AYoreester,  On  Holy  Ground,  2  vols.,  each  *$1.50.     J.  B. 

Lippincott  Co.,  Philadelphia. 
Kent,  Historical  Bible,  6  volumes,  *$1.00  and  $1.25  each. 

Charles  Scribner's  Sons,  New  York. 
Calkin,    Historical    Geography   of   Bible    Lands,    *$1.00. 

Presbyterian  Board  of  Publication,  Philadelphia. 
Heffron,  Lessons  in  Chalk  Modeling,  *$1.00.     Educational 

Publishing  Co.,  Chicago. 
Mackie,  Bible  Manners  and  Customs,  75c.     Fleming   H. 

Revell  Co.,  New  York. 
Scares,  Heroes  of  Israel,  *$1.00.     University  of  Chicago 

Press,  Chicago. 
Chamberlin,    Introduction   to   the  Bible  for   Teachers    of 

Children,  *$1.00.    University  of  Chicago  Press,  Chicago. 
Keedy,  Boys  and  Girls  in  Hebrew  Homes,  $1.00.     Graded 

Sunday  School  Publishing  Co.,  Boston. 
Littlefield,  Hand  Work  in  the  Sunday  School,  $1.00.    Sun- 
day School  Times  Co.,  Philadelphia. 
Stuart,  Story  of  the  Masterpieces,  *$1.00.    Methodist  Book 

Concern,  New  York. 
Sanday,    Outlines    of  the  Life  of    Christ,    50c.     Charles 

Scribners'  Sons,  New  York. 
Carpenter,   Geographical  Reader    (Asia),   60c.     American 

Book  Co.,  New  York. 
Dodge,  Elementary   Geography,   65c.     Rand    McNally    & 

Co.,  Chicago. 

[167] 


THE  CHUECH  SCHOOL 

Morris,  Home  Life  in  All  Lands,  2  volumes,  60c.  each.    J. 

B.  Lippincott  Co.,  Philadelphia. 
Diffendorfer,  Child  Life  in  Mission  Lands,  50c.    Methodist 

Book  Concern,  New  York. 

Leary,    The  Beal  Palestine  of  Today,  *$1.25.     McBride, 

Nast  &  Co.,  New  York. 
Hymns  of  Worship  and  Service  for  the  Sunday  School, 

50c.    The  Century  Co.,  New  York. 
Eichhorn,    Songs  for  the  Sunday  School,    Pilgrim  Press, 

Boston. 
Winchester,   Worship  and  Song,  Pilgrim  Press,  Boston. 

2.  Books  for  Parents  of  Junior  Children 

DuBois,  The  Natural  Way,  *$1.25.  Fleming  H.  Revell 
Co.,  New  York. 

Birney,  Childhood,  *$1.00.  Frederick  A.  Stokes  Co.,  New 
York. 

Abbott,  Gentle  Measures  in  the  Management  and  Training 
of  the  Young,  $1.25.    Harper  &  Bros.,  New  York. 

Harrison,  Misunderstood  Children,  $1.25.  Central  Pub- 
lishing Co.,  Chicago. 

Kerr,  The  Care  and  Training  of  Children,  *75c.    Funk  & 

Wagnalls  Co.,  New  York. 
Weigle,    The  Pupil  and    the    Teacher,    50c.     George  H. 

Doran  Co.,  New  York. 

Koons,  The  Child's  Religious  Life,  75c.  Methodist  Book 
Concern,  New  York. 

Rishell,  The  Child  as  God's  Child,  75c.  Methodist  Book 
Concern,  New  York. 

Canfield,  What  Shall  We  Do  Now?  $1.50.  Frederick  A. 
Stokes  Co.,  New  York. 

Hillis,  The  School  in  the  Home,  *50c.  Fleming  H.  Revell 
Co.,  New  York. 

Talmey,  Genesis,  *$1.50.  Practitioners'  Publishing  Co., 
New  York. 

[168] 


JUNIOR  DEPARTMENT 

3.  Books  fob  Home  Reading  of  Juniob 
Childken 

Lamb,  The  Adventures  of  Ulysses,  *25c.     D.  C.  Heath  & 

Co.,  Boston. 
Baldwin,   Old  Greek  Stories,  *45c.     American  Book  C 

New  York. 

Hale,  Arabian  Nights,  *45c.     Ginn  &  Co.,  Boston. 

Longfellow,  The  Children's  Hour  and  Other  Poems,  40c. 
Houghton,  Mifflin  Co.,  Boston. 

Lamb,  Tales  from  Shakespeare,  *40c.  D.  C.  Heath  &  Co., 
Boston. 

Brooks,  The  Story  of  King  Arthur,  $1.00.  Penn  Pub- 
lishing Co.,  Philadelphia. 

Tappan,  Robin  Hood,  His  Book,  $1.50.  Little,  Brown  & 
Co.,  Boston. 

Putnam,  The  Children's  Life  of  Abraham  Lincoln,  $1.25. 

A.  C.  McClurg  &  Co.,  Chicago. 
Foster,  With  Washington  at  Valley  Forge,  $1.00.     Penn 

Publishing   Co.,  Philadelphia. 

Conway  and  Conway,  The  Children's  Book  of  Art,  *$2.00. 
The  Macmillan  Co.,  New  York. 

Mitton,  Children's  Books  of  Stars,  *$2.00.    The  Macmillan 

Co.,  New  York. 
Sidgwick  and  Paynter,  The  Children's  Book  of  Gardening, 

*$2.00.    The  Macmillan  Co.,  New  York. 

Dale,  Heroes  and  Great  Hearts,  60c.    D.  C.  Heath  &  Co., 

Boston. 
Price,  The  Land  We  Live  In,   *$1.50.     Small,  Maynard 

&  Co.,  Boston. 
Wesselhoeft,  Jack  the  Fire  Dog,  $1.25.     Little,  Brown  & 

Co.,  Boston. 
Lang,  Animal  Story  Book,  $2.00.     Longmans,   Green   & 

Co.,  New  York. 

Kipling,  The  Jungle  Book,  *$1.50.  Century  Co.,  J^eM 
York. 

[169] 


THE  CHUECH  SCHOOL 

Holden,  The  Earth  and  Sky,  *28c.     D.  Appleton  &  Co., 

New  York. 
De  La  Ramee,  The  Child  of  TJrhino,  *30c.     Educational 

Publishing  Co.,  Chicago. 
(See  Industrial  List  for  others.) 

4.  Missionary  Books  for  Junior  Children 

Speer,  Servants  of  the  King,  *50c.  Young  People's  Mis- 
sionary Movement,  New  York. 

Carpenter,  Geographical  Readers,  *60c.  and  70c.  each. 
American  Book  Co.,  New  York. 

Morris,  Home  Life  in  All  Lands,  2  volumes,  *60c.  each. 
J.  B.  Lippincott  Co.,  Philadelphia. 

Van  Bergen,  Story  of  China,  *60c.  American  Book  Co., 
New  York. 

Ambrosi,  When  I  Was  a  Girl  in  Italy,  60c.  Lothrop,  Lee 
&  Shepard,  Boston. 

Sakae  Shioya,  When  I  Was  a  Boy  in  Japan,  60c.  Loth- 
rop, Lee  &  Shepard  Co.,  Boston. 

Yan  Phou  Lee,  When  I  Was  a  Boy  in  China,  60c.  Loth- 
rop, Lee  &  Shepard  Co.,  Boston. 

Carroll,  Around  the  World,  Book  V,  60c.  Silver,  Burdett 
&  Co.,  New  York. 

Bicknell,  How  a  Little  Girl  Went  to  Africa,  $1.00.  Loth- 
rop, Lee  &  Shepard  Co.,  Boston. 

Krout,  Two  Girls  in  China,  *45c.  American  Book  Co., 
New  York. 

Eastman,  Indian  Boyhood,  *$1.60.  Doubleday,  Page  &  Co., 
Garden  City,  N.  Y. 

McGraw,  Indian  Child  Life,  10c.  Board  of  Home  Missions 
of  the  Presbyterian  Church,  New  York. 

Crowell,  Alaska  for  Juniors,  25c.  Board  of  Home  Mis- 
sions of  the  Presbyterian  Church,  New  York. 

Headland,  The  Chinese  Boy  and  Girl,  $1.00.  Fleming  H. 
Revell  Co.,  New  York. 

Library  of  Travel  Series,  50c.  each.  A.  Flanagan  Co.,  Chi- 
cago. 

Everyland  (monthly  magazine),  50c.  a  year.  Everyland 
Publishing  Co.,  New  York. 

[170] 


JUNIOR  DEPARTMENT 

5.  Industkial  Training,  Plays  and  Games 
Grades  V  and  VI 

Beard,    Jack  of  All  Trades,    $2.00,     Charles    Scribner's 

Sons,  New  York. 
Beard,  Outdoor  Handy  Book,  $2.00.     Charles   Scribner^s 

Sons,  New  York. 
Tinsley,  Practical  and  Artistic  Basketry,   •$1.00.     A.   S. 

Barnes  &  Co.,  New  York. 
Collins,    The  Boy's  Book  of  Model  Aeroplanes;    **$1.20. 

Century  Co.,  New  York. 
Beard,  What  a  Girl  Can  Make  and  Do,  $2.00.     Charles 

Seribner's  Sons,  New  York. 
White,  How  to  Make  Baskets,  *$1.00.    Doubleday,  Page  & 

Co.,  New  York. 
Mowry,  American  Inventions  and  Inventors,  *65c.     Silver, 

Burdett  &  Co.,  New  York. 
Beard,   Things   Worth   Doing,   $2.00.      Charles   Scribner's 

Sons,  New  York. 
Canfield,  What  Shall  We  Do  Now?    $1.50.     Frederick  A. 

Stokes  Co.,  New  York. 
Gould,  The  ^'Little  Women  Play,"  50c.     Little,  Brown  & 

Co.,  Boston. 
Gould,  The  ^'Little  Men  Play,"  50c.    Little,  Brown  &  Co., 

Boston. 

6.  Industrial  Training,  Sports  and  Athletics 
Grades  VII  and  VIII 

Baker,  Boys'  Book  of  Inventions,  $1.60.  Doubleday,  Page 
&  Co.,  Garden  City,  N.  Y. 

Goss,  Bench  Work  in  Wood,  *85c.     Ginn  &  Co.,  Boston. 

Beard,  The  Field  and  Forest  Handy  Book,  $2.00.  Charles 
Scribner^s  Sons,  New  York. 

Hall,  The  Boy  Craftsman,  $1.60.  Lothrop,  Lee  &  Shep- 
ard  Co.,  Boston. 

Wheeler,  Home  Decoration,  $1.80.  Doubleday,  Page  & 
Co.,  Garden  City,  N.  Y. 

Adams,  Outdoor  Book  for  Boys,  $1.75.  Harper  &  Broth- 
ers, New  York. 

[171] 


THE  CHUECH  SCHOOL 

Williams,  Theory  and  Practice  of  Cookery,  *$1.00.  The 
Macmillan  Co.,  New  York. 

Eggert,  The  School  and  Farm,  $1.50.  W.  M.  Welch  Co., 
Chicago. 

Bailey,  Garden  Making,  $1.50.  The  Macmillan  Co.,  New 
York. 

Mission  Furniture — How  to  Make  It  (Popular  Mechanics 
Hand-book),  50c.    Popular  Mechanics  Co.,  Chicago. 

Griffith,  Wood-Working  for  Amateur  Craftsmen,  25c. 
Popular  Mechanics  Co.,  Chicago. 

Beard,  Recreation  for  Girls,  $2.00.  Charles  Scribner's 
Sons,  New  York. 

Perrin  and  others,  One  Hundred  and  Fifty  Gymnastic 
Games  (Spalding  Library),  10c.  American  Sports  Pub- 
lishing Co.,  New  York. 

Oilman,  Housekeeping,  and  Miller,  Outdoor  Sports  and 
Games,  in  Children's  Library  of  Work  and  Play,  10  vol- 
umes, $17.50.  Doubleday,  Page  &  Co.,  Garden  City, 
N.  Y. 


[172] 


CHAPTER  Vm 
THE  INTERMEDIATE  DEPARTMENT 

1.  Scope 

The  children  in  this  department  are  thir- 
teen, fourteen,  fifteen  and  sixteen  years  of  age. 
This  corresponds  to  the  eighth,  ninth,  tenth 
and  eleventh  grades  of  the  public  school. 

2.  The  Nature  of  the  Intermediate  Child 

For  twelve  or  thirteen  years  nature  has  been 
at  work  building  a  boy  or  a  girl.  Nature  now 
begins  another  twelve-year  process 
Waves* of  ^^^  of  tumiug  boys  and  girls  into  men 
Adolescence  ^^^  womcu.  Boys  and  girls  are  the 
raw  material  which  nature  has  assembled  for 
the  building  of  men  and  women.  The  twelve 
years'  period  of  construction  is  divided  into 
three  parts,  usually  designated  as  early,  middle 
and  later  adolescence.  During  the  period  of 
early  adolescence,  which  lasts  from  twelve  or 
thirteen  to  sixteen  years,  nature  devotes  her- 
self most  largely  to  physical  changes;  she  re- 
builds the  body  of  a  child  into  the  body  of  an 
adult.  New  organs  are  installed,  old  organs 
are  modified  and  strengthened. 

Having  constructed  the  body  of  a  man  or 
woman,  nature  now  installs  in  this  body  the 

[173] 


THE  CHURCH  SCHOOL 

emotional  nature  of  an  adult.  Middle  adoles- 
cence, which  comprises  from  the  sixteenth  to 
the  eighteenth  year,  is  characterized  by  this  in- 
stallation of  the  emotional  nature  of  the  mature 
man  or  woman. 

Nature  now  takes  a  six-year  period,  knoTVTi 
as  later  adolescence,  from  the  eighteenth  to  the 
twenty-fourth  year,  for  the  installation  of  the 
intellectual  equipment  of  the  mature  human 
being. 

Of  course  all  these  changes  are  going  on  at 
once,  but  the  physical  changes  are  the  dominant 
characteristic  of  the  first  period;  emotional  de- 
velopment characterizes  the  second  period,  and 
intellectual  reconstruction  is  the  distinguishing 
element  in  the  third  period. 

The  Intermediate  Department  comprises  the 
children  passing  through  the  period  of  early 
adolescence. 

Early  adolescence  begins  with  puberty.  Pu- 
berty comes  earlier  with  girls  than  with  boys, 
b.  Physical  ^^^  it  usually  occurs  at  thirteen  or 
of^Eariy"^*'"  fourteeu  years  of  age.  The  years 
Adolescence  Qf  early  adolesceuce  are  marked  by 
very  rapid  physical  growth.  The  energy  of  the 
preadolescent  period  that  has  expressed  itself 
in  the  child's  restless  activity  now  devotes  it- 
self to  internal  construction,  building  up  the 
new  body.  With  the  boy  the  heart  enlarges, 
shoulders  broaden,  muscles  solidify,  height 
rapidly  increases,  sexual  organs  come  to  ma- 
turity, mustache  sprouts  and  the  voice  changes. 
With  the  girl,  the  height  and  weight  increase 

[174] 


INTERMEDIATE  DEPAETMENT 

rapidly,  the  pelvis  enlarges,  chest  develops,  or- 
gans of  reproduction  are  established. 

By  fifteen,  the  boy  has  attained  92  per  cent 
of  his  adult  height  and  76  per  cent  of  his  adult 
weight;  girls  have  reached  97  per  cent  of  their 
adult  height  and  90  per  cent  of  their  full 
weight.  Girls  grow  but  little  after  seventeen 
and  boys  increase  but  little  after  this  age,  and 
that  mainly  in  weight.* 

But  growth  in  height  and  weight  does  not 
occur  at  the  same  time.  The  child  **  shoots  up 
like  a  bean  pole*'  and  then  fills  out,  or  he  may 
grow  stout  and  then  increase  in  height.  This 
irregularity  in  the  rhythms  of  growth  pro- 
duces the  ** growing  pains''  and  awkwardness 
and  other  characteristic  features  of  the  trans- 
forming years  of  early  adolescence. 

These  years  of  rapid  growth  are  years  of 
energy  and  health.  Statistics  show  that  the 
death  rate  for  the  period  between  ten  and  fif- 
teen is  lower  than  that  of  any  other  five-year 
period  in  the  life  of  the  individual. 

Accompanying  the  physical  changes  of  early 
adolescence  are  even  more  important  mental 
c.  Psychological  chaugcs.  As  the  calyx  of  the 
of^Efriy"^*'*'''  flower  unfolding  reveals  the  hidden 
Adolescence  bcauty  of  coroUa,  stamen  and  pis- 
til, so  the  opening  out  of  the  physical  organism 
reveals  an  expanding  intellect,  a  deepened 
spiritual  nature,  and  a  new  appreciation  of  the 
individual's  relation  to  society.    The  power  of 

*  Weigle,  The  Pupil  and  the  Teacher,  p.  48. 

[1751 


THE  CHUECH  SCHOOL 

abstract  thinking  has  arisen.  The  child  is  crit- 
ical and  logical.  He  does  not  doubt,  but  he 
demands  reasons  and  will  be  satisfied  with  a 
definite,  clear-cut  logical  explanation. 

The  capacity  for  mental  analysis  and  ab- 
straction leads  the  child  to  abstract  virtues 
from  various  examples  and  build  them  into  an 
ideal  which  he  accepts  as  his  standard.  He  is 
not  a  mere  imitator,  or  hero  worshiper,  as  he 
was  in  the  preadolescent  period.  He  now  sees 
down  into  his  hero's  inner  life  and  constructs 
a  hero  of  his  own  out  of  the  admirable  qualities 
which  he  finds  in  all  his  heroes.  He  is  pas- 
sionately idealistic* 

The  maturing  of  adult  powers  gives  a  sense 
of  independence.  The  child  now  recognizes 
himself  as  an  individual  capable  of  performing 
all  the  functions  of  a  man  in  society.  Feeling 
this  power,  he  wants  to  use  it,  longs  to  *^get  a 
job,"  becomes  impatient  with  the  restraints 
which  hold  him  to  the  authority  of  the  home. 
His  desire  for  self-assertion  is  not  because  he  is 
selfish  or  self-centered,  but  because  he  sees  a 
new  big  world,  recognizes  himself  as  a  mature 
unit  in  society,  and  longs  to  enter  the  stage  and 
play  his  own  part  in  the  great  game  of  real  lii'e. 
But  this  sense  of  independence  is  tempered  by 
a  sense  of  social  dependence.  Coe  has  said 
that  at  this  age  *'both  self -consciousness  ^nd 
social  consciousness  come  to  blossom.'' '    The 

*  See  Kirkpatrick,  Fundamentals  of  Child  Study,  Chapter  8, 
for  a  further  treatment  of  idealistic  instinct. 

*  Education  in  Beligion  and  Morals,  p.  248. 

[176] 


\ 


INTERMEDIATE  DEPARTMENT 

altruistic  impulse  begins  to  take  possession  of 
the  child  as  a  means  of  motivating  conduct. 
Altruism  and  idealism  developed  prevent  the 
child  from  becoming  a  self -centered,  non-social 
member  of  society. 

The  aesthetic  nature  blooms  also  at  this 
period.  The  beauties  of  nature  and  the  har- 
monies of  color  and  sound  and  lines  find  a 
heightened  response  in  the  soul  of  the  child. 
The  discovery  of  inner  meaning  in  all  things 
deepens  religion  and  turns  authority  into  ex- 
perience. Religion  is  no  longer  objective,  but 
personally  and  intimately  subjective.  The 
child  has  learned  about  God;  the  adolescent 
youth  now  personally  experiences  God,  and 
religion  becomes  Ms  very  own.  Prayers  once 
directed  out  into  the  skies  are  now  directed 
down  into  the  inner  self,  where  God  speaks  to 
the  soul  in  the  most  intimate  companionship.' 

Problems  of  Adolescent  Development 

Perhaps  the  most  important  factor  in  the 
control  of  Intermediate  children  is  the  leader- 
ship and  comradeship  of  men  and 
of  Aduit^^^*^  women  of  the  highest  Christian 
Leadership  character.  The  cry  of  '*  older  boys 
as  leaders  of  younger  boys"  is  a  call  in  the 
wrong  direction,  for  it  serves  to  divert  from 
mature  men  and  women  the  responsibility  for 
the  training  of  the  children  of  the  community. 
The  Boy  Scout  movement  and  similar  organ- 
izations tend  to  provide  a  maximum  of  juvenile 

*  Starbuck,  The  Psychology  of  Beligion,  p.  194. 

[177] 


THE  CHURCH  SCHOOL 

companionsliip  and  a  minimum  of  adult  com- 
panionship. There  is  too  much  truth  in  the  old 
statement,  *  ^  We  send  our  children  to  the  school- 
master, but  their  schoolmates  educate  them." 
But  the  schoolmaster  should  educate  them,  and 
he  will  do  so  if  he  is  a  man  of  good  character 
and  a  warm  heart,  who  wins  the  friendship  of 
his  pupils  and  practices  FroebePs  maxim, 
^  *  Come  let  us  live  with  our  children. ' ' 

Professor  Coe  is  certainly  correct  when  he 
says,  *^A  social  life  of  which  the  family  with 
its  unity  of  adults  and  children  and  of  both 
sexes  is  a  type,  is  one  of  the  surest  safeguards 
of  adolescence,  one  of  the  surest  nurseries  of 
the  spiritual  sensibilities."' 

We  shall  not  be  able  to  solve  the  problems  of 
adolescence  until  we  get  mature  men  and 
women  sympathetically  and  helpfully  related  to 
the  boys  and  girls  in  their  homes  and  communi- 
ties. Instead  of  forming  organizations  for  the 
J)urpose  of  relieving  adults  from  the  care  of 
children,  we  should  be  forming  organizations 
to  teach  adults  how  to  live  with  boys  and  girls. 
Our  need  is  more  adult  companionship.  Ex- 
perience shows  that  such  leadership  is  always 
/Tj  preferred  by  adolescent  children.  A  boy  will 
\  choose  as  his  comrade  a  companionable  man  in 
preference  to  a  boy  of  his  own  age,  every  time. 
*  In  defense  of  certain  types  of  boys'  clubs, 

much  has  been  made  of  what  has  been  termed 
the  **gang"  instinct,  and  the  *' instinct  for 
organization. "    It  is  believed  by  the  advocates 

^Education  in  Eeligion  and  Morals,  pp.  266,  267. 

[178] 


INTERMEDIATE  DEPARTMENT 

of  the  much  overworked  theory  of  recapitula- 

Th  So  ^^^^  ^^^^  ^^^  child  who  is  permitted 
Called*  "Gang"  to  pass  through  all  kinds  of  *  *  gang ' ' 
organizations  will  finally  wear  out 
the  instinct  and  be  saved  to  a  higher  order  of 
society.  But  instincts  do  not  wear  out;  they 
wear  in.    They  die  out  through  disuse. 

The  term  *^gang'*  instinct  is  a  misnomer. 
There  is  no  gang  instinct;  there  is  a  budding 
social  instinct  which  may  produce  the  *'gang.'' 
The  **gang"  is  a  construct,  not  a  constructor. 
In  like  manner,  the  organization  is  a  resultant, 
not  a  cause.  The  social  instinct  seeks  expres- 
sion. In  these  early  years  it  finds  it  in  the 
warm  comradeship  of  the  family  or  in  selected 
groups  of  playmates.  Later  it  will  find  its  ex- 
pression in  club,  lodge,  political  party  and 
church. 

The  so-called  *^gang"  instinct  reaches  its 
height  at  thirteen  years  and  then  rapidly  de- 
clines. This  means  that  at  the  opening  of  early 
adolescence  life  interests  enlarge,  and  the  child 
who  is  already  seeing  inner  meanings  in  things 
comes  to  find  reality  beyond  the  little  group. 
The  little  group  is  supplanted  by  a  larger 
group,  and  the  child  soon  comes  to  submit  to 
the  rules  of  lodge,  party  or  church  as  he  for- 
merly did  to  the  edicts  of  the  *'gang." 

Just  when  the  earlier  **gang''  is  breaking 
down  and  the  social  nature  demands  expression 
through  a  larger  group,  is  the  normal  time  for 
the  child  to  join  the  church,  thereby  attaching 
himself  to  organized  Christianity. 

[179] 


THE  CHURCH  SCHOOL 

The  fact  that  the  **gang**  is  the  result  of  the 
hungering  of  the  social  nature  for  group  ex- 
pression makes  it  evident  that  the  family  and 
the  church  must  furnish  such  wholesome  and 
adequate  opportunities  for  youthful  social  ex- 
pression that  the  group  or  *^gang"  will  be 
dominated  by  the  purest  and  noblest  ideals.  It 
is  possible  for  the  family  ideal  so  to  dominate 
the  child  that  he  will  be  as  true  to  the  standard 
of  the  home  circle  as  another  child  would  be  to 
the  standards  of  a  street  **gang.''  It  is  possi- 
ble for  the  home  or  the  organized  class  in  the 
church  school  and  the  public  school  groups 
fully  to  meet  the  social  needs  of  adolescence. 
Incipient  secret  organizations  are  the  evidence 
of  unsatisfied  social  needs. 

Very  much  which  has  been  published  re- 
cently on  the  boy  problem  is  foolish,  untrue  and 
c.  Child  Study  weakly  sentimental.  Hasty  deduc- 
vs.  Race  Study  tious  from  thc  study  of  abnormal 
children,  and  the  charm  of  the  doctrine  of  re- 
capitulation and  the  ** culture  epochs''  theory 
of  education  have  been  at  the  root  of  much  of 
the  unscientific  literature  which  has  appeared 
on  the  **boy  problem."  The  normal  boy  and 
his  home  and  his  school  have  been  lost  sight  of 
in  our  haste  to  discover  racial  characteristics. 
It  is  to  be  regretted  that  writers  in  the  field  of 
religious  education  should  popularize  the  re- 
capitulation theory  just  when  the  public-school 
authorities  were  abandoning  it  as  unsound. 
Child  study  and  not  race  study  is  the  basis  of 
public  school  methodology. 

[180] 


INTERMEDIATE  DEPARTMENT 

The  following  references  will  correct  many 
misconceptions  of  childhood  and  furnish  a  basis 
for  the  intelligent  interpretation  of  adolescent 
life: 

Thorndike,  Educational  Psychology,  Vol.  1.  Chapters  XVI 
and  XVII  are  of  special  value.  Chapter  XVI  gives  an 
excellent  discussion  of  the  doctrine  of  recapitulation  and 
concludes  "that  the  influence  which  it  has  exerted  upon 
students  of  human  nature  is  due,  not  to  rational  claims 
but  to  rhetorical  attractiveness." 

Bolton,  "Unsoundness  of  the  Culture  Epochs,"  Journal 
of  Pedagogy,  Vol.  XVI,  pp.  136  f. 

Henderson,  Text  Book  in  the  Principles  of  Education,  es- 
pecially chapter  XI,  on  "Recapitulation." 

Coe,  The  Spiritual  Life,  especially  chapter  I  and  II,  which 
treat  of  "Religious  Awakening"  and  "Adolescent  Diffi- 
culties." 

Starbuck,  Psychology  of  Religion.  Chapters  XVI  to 
XXI,  inclusive,  are  still  the  great  chaptei-s  on  "Adoles- 
cence." 

Chancellor  and  others,  discussisons  in  Report  of  National 
Educational  Association,  1907,  pp.  210-221.  These  ar- 
ticles show  the  absurdity  of  attempting  to  found  an  edu- 
cational program  on  the  "Race  Life"  hypothesis. 

MacCunn,  The  Making  of  Character. 

At  this  age  the  child  feels  potential  within 
himself  ''the  race-old  forces  by  which  life  be- 

d.  The  Sex  E^^^  ^^^^'''  "^^^  prcsencc  of  new 
Problem  powcrs  and  new  emotions  demands 

instruction  and  guidance  on  the  part  of  parents 
and  teachers.  The  child  does  not  understand 
himself  and  he  should  not  be  left  to  learn  by 
the  trial  and  error  method.  In  this  connection 
the  following  observations  seem  to  be  de- 
manded by  present  conditions. 

[181] 


THE  CHURCH  SCHOOL 

(1)  Sex  instruction  must  be  given  by  parents 
or  adults  who  have  the  confidence  of  the  chil- 
dren. The  public  school  can  teach  botany  or 
biology  and  lay  the  foundation  for  the  ideal 
presentation  of  the  truths  of  reproduction,  but 
the  personal  instruction  needed  cannot  be  given 
in  groups.  The  plain,  frank  private  conference 
is  always  to  be  preferred. 

(2)  Sex  instruction  must  be  organized 
around  normal  life.  A  listing  of  diseases  and 
abuses  is  always  of  very  doubtful  value,  but 
certainly  instruction  in  sexual  diseases  and  the 
horrors  of  prostitution  of  the  sexual  function 
should  be  delayed  until  later  adolescence  and 
then  handled  sparingly.  It  is  not  good  peda- 
gogy to  discover  to  a  child  his  potentialities 
for  vice  by  pointing  it  out  in  others. 

(3)  **Boy  problems '*  are  often  created  by 
so-called  boy  specialists  who  unduly  magnify 
the  difference  of  the  sexes.  It  must  be  remem- 
bered that  the  points  of  unity  are  many  times 
more  than  the  points  of  difference.  The  cry  of 
**men  teachers  for  boys'  classes  and  women 
teachers  for  girls'  classes''  may  be  the  source 
of  great  misconception.  Boys  and  girls  both 
need  the  companionship  of  great-hearted  men 
and  women.  We  do  need  more  men  teachers  in 
both  the  public  schools  and  the  church  schools, 
but  that  should  not  be  taken  to  mean  that  a 
talented  woman  should  be  asked  to  surrender  a 
class  of  boys  and  turn  it  over  to  an  unprepared 
man.  The  following  statement  from  Professor 
Coe  should  be  burned  into  the  minds  of  all  who 

[182] 


INTERMEDIATE  DEPARTMENT 

are  seeking  to  work  with  adolescent  boys  and 
girls:  '^ There  can  easily  be  too  great  separa- 
tion of  the  sexes  in  all  the  sub-periods  of  ado- 
lescence. Simple,  free  and  unrebuked  associa- 
tion between  the  boys  and  girls,  and  between 
young  men  and  young  women,  has  proved  itself 
in  our  American  life  and  education  to  be  whole- 
some. The  reason,  therefore,  is  the  profound 
psychological  relation  between  human  love  and 
love  Divine. ' ' ' 

(4)  The  all-too-common  practice  of  teasing 
young  people  about  their  beaux,  jesting  in  their 
presence  about  the  most  sacred  relationship  of 
life,  speaking  lightly  about  marriage,  divorce, 
elopements,  marital  infelicities,  etc.,  is  a  most 
fruitful  source  of  low  ideals  regarding  sexual 
matters.  The  whole  attitude  of  adults  toward 
sex  life  should  be  such  as  to  beautify  and 
glorify  life  and  its  reproduction.  In  such  an 
atmosphere  the  problems  of  sex  will  be  looked 
upon  by  the  young  as  natural  and  dignified  as- 
pects of  life. 

This  should  be  the  prayer  of  the  adolescent 

child.     This  is  the  age  when  children  respond 

most   easily  to   suggestion.     They 

Not'inlo^^       cannot  be  commanded,  but  they  can 

Temptation  ^^    ^q^    \)j    the    SUggestioU    of    thoSC 

whom  they  love  or  admire.  At  this  age,  as  at 
all  others,  consciousness  is  motor.  To  think  a 
thing  is  to  do  it  unless  there  are  unusual  inhib- 
iting influences.  For  this  reason  every  effort 
should   be   made   to    shield   the    Intermediate 

^Education  in  Beligion  and  Morals,  p.  266. 

[183] 


THE  CHURCH  SCHOOL 

children  from  all  evil,  and  especially  from 
evil  companions,  evil  pictures  and  evil 
books. 

It  is  frequently  said  that  the  child  is  sure  to 
see  evil  some  time,  therefore  it  is  best  for  par- 
ents to  bring  it  to  his  attention  in  order  that 
they  may  at  the  same  time  present  the  antidote. 
In  this  way,  it  is  claimed,  children  will  learn 
what  they  are  to  avoid.  The  facts  do  not 
justify  the  practice.  We  are  not  educated  by 
negations.  **Keep  off  the  grass  *'  signs  are  not 
so  effective  as  **Walk  on  the  walk''  signs. 
Modern  pedagogy  has  forced  examples  of  false 
syntax  out  of  our  language  textbooks,  and  the 
same  pedagogy  must  force  examples  of  false 
conduct  out  of  our  programs  of  moral  and  re- 
ligious education.  MacCunn  has  well  said, 
*  ^  The  best  moral  antidote  lies  not  in  warnings, 
however  particular,  but  in  that  positive  char- 
acter which  is  the  real  source  of  strength  in  the 
hour  of  temptation. ' ' ' 

Mr.  F.  J.  Gould,  lecturer  for  the  Moral  Edu- 
cation League  of  England,  insists  that  all 
stories  told  to  children  should  be  of  a  positive 
character,  it  being  his  belief  that  negative 
stories  or  those  illustrating  wrong,  sin  and 
folly  should  have  no  place  in  a  program  of 
moral  instruction,  except  as  they  are  brought 
in  incidentally  with  the  positive  to  teach  by 
contrast,  for  the  purpose  of  emphasizing  and 
impressing  the  positive. 

A  man  applying  for  a  position  as  pilot  of  a 

^Making  of  Character,  p.  64. 

[184] 


INTERMEDIATE  DEPARTMENT 

steamboat  on  the  Mississippi  river  was  asked 
by  the  manager,  *^Do  you  know  where  all  the 
rocks  in  the  river  areT'  The  man  replied, 
^*No,  I  don^t  know  where  they  are,  but  I  know 
where  they  ainH/'  This  man  was  the  safe 
pilot.  The  pedagogy  of  early  adolescence  can 
be  phrased  in  no  better  words  than  these: 
**  Whatsoever  things  are  true,  whatsoever 
things  are  honorable,  whatsoever  things  are 
just,  whatsoever  things  are  pure,  whatsoever 
things  are  lovely,  whatsoever  things  are  of 
good  report ;  if  there  be  any  virtue,  and  if  there 
be  any  praise,  think  on  these  things.'^ — Philip- 
pians  4 : 8. 

The  social  life  of  early  adolescence  cannot 
be  neglected  with  impunity.  The  rapidly  un- 
folding social  nature  demands  ex- 
Directed  ?ocii  pression.  If  the  home  and  the 
Expression  church  do  uot  fumish  adequate  out- 
let for  the  social  life,  they  need  not  be  surprised 
to  find  outbreaks  of  social  life  which  society 
does  not  approve.  The  church  has  too  long 
posted  in  conspicuous  places  a  blacklist  of  so- 
cial activities,  but  by  so  doing  she  but  popu- 
larized forms  of  expression  which  she  wished 
to  suppress.  The  crying  demand  of  the  pres- 
ent is  that  the  church  will  announce  lists  of 
things  children  may  do,  provide  suitable  places 
for  social  expression,  and  furnish  skilful  in- 
struction and  direction. 

It  is  especially  important  that  the  church 
provide  a  rich  social  life  for  the  young  people 
who  enter  the  church  during  early  adolescence. 

[185] 


THE  CHURCH  SCHOOL 

Through  this  attention  there  is  cemented  a 
bond  of  fellowship  which  ties  the  young  life  to 
the  church  and  an  implicit  and  willing  obedi- 
ence to  its  teachings  and  ordinances  as  nothing 
else  can  do. 

Much  has  been  made  of  the  stress  and  storm 
of  adolescence.  It  is  true  that  it  is  a  period 
g.  Stress  that  produces  intense  mental  com- 

and  Storm  motiou,  coutradictious,  inconsisten- 
cies, etc.  But  much  of  this  conflict  may  be 
avoided.  It  is  not  necessary  to  normal  develop- 
ment. The  heightening  of  the  emotions  which 
attends  every  new  adjustment  is  not  peculiar 
to  adolescence.  The  first  shave,  the  first  long 
dress  and  all  the  other  initial  steps  into 
** grown  up''  society  are  attended  by  intense 
emotions.  Neglected,  this  emotion  may  be 
dammed  up  to  break  out  in  unfortunate  direc- 
tions. But,  understood,  it  may  be  drawn  off  in 
normal  directions.  Here  again  the  confidence 
of  parents  and  teachers  is  the  saving  element. 
The  children  should  be  helped  across  these 
crises,  not  left  to  struggle  through  them  alone. 
A  father,  discovering  a  heavy  fuzz  on  his  son's 
upper  lip,  and  knowing  that  the  lad  was  strug- 
gling with  the  problem  of  the  first  shave,  pur- 
chased the  boy  a  razor  and  shaving  mug  and 
taught  him  how  to  shave,  as  a  matter  of  course, 
remarking  that  he  began  shaving  when  he  was 
that  age.  And  so  parents  may  divine  what 
must  be  the  problems  of  the  children,  anticipate 
their  troubles  and  tactfully  help  them  to  the 
new  adjustment,  and  thus  prevent  the  storm 

[186] 


INTERMEDIATE  DEPARTMENT 

and  stress  which  will  be  sure  to  follow  the  re- 
pressed emotions. 

In  this  period  much  depends  upon  the 
method  of  dealing  with  children.  Command- 
ments which  had  a  place  in  the 
iinJ^rSnt  ^^  training  of  the  preadolescent  child 
as  Matter  must  uow,  lu  a  large  measure,  give 
way  to  council  and  conference.  Every  father 
is  sure  some  day  to  look  across  the  table  into 
the  face  of  his  son  and  be  startled  to  note  a 
flash  of  independence  and  self-assurance,  not 
rebellion,  but  the  sense  of  self-realization  which 
tells  the  lad  that  he  is  now  a  man.  Happy  is 
the  man  who  has  so  lived  into  his  boy's  life  that 
his  son  hy  nature  will  now  become  his  son  hy 
choice,  and  consciously  emulate  the  virtues 
which  he  has  learned  to  admire  in  the  parent. 
The  loving  companionship  of  mature  men  and 
women  is  the  method  par  excellence  for  early 
adolescence. 

The  studies  of  Starbuck,  Coe  and  others 
show  that  by  far  the  largest  number  of  con- 
versions come  during  the  Interme- 
Ag^^*o^^°oinfng  diatc  pcriod.  There  is  a  high-water 
the  Church  mark  at  the  beginning  of  the  period 
which  repeats  itself  at  the  close  of  the  period. 
We  have  seen  that  the  conversions  of  the  first 
period  were  accompanied  by  a  sense  of  need  of 
a  larger  social  life;  the  conversions  of  the  lat- 
ter period  are  attended  by  more  intense  emo- 
tional manifestations.  Out  from  a  conflict  of 
feelings  the  altruistic  emotions  predominate 
and  the  will  selects  those  which  lead  to  God. 

[187] 


THE  CHURCH  SCHOOL 

These  become  a  very  personal  way  to  a  fuller, 
more  abundant  life  in  God,  and  thus  the  life  of 
God  is  established  in  the  soul  of  man. 

No  child  passes  through  the  adolescent  pe- 
riod without  being  converted  to  something.  It 
is  not  a  question  for  the  church  to  discuss  as 
to  whether  the  child  will  be  converted.  Nature 
will  take  care  of  that.  It  is  the  question  ol 
to  what  will  he  he  converted  which  should  con- 
cern the  church.  He  may  seek  to  find  fulness 
of  life  by  choosing  as  his  example  some  popular 
hero,  some  bandit  or  cowboy  lionized  in  cheap 
literature,  or  he  may  seek  to  find  the  life  abun- 
dant by  accepting  Christ  as  the  Pilot  of  his  life. 
The  church  school  which  fails  to  present  the 
Christian  life  in  such  vivid  imagery  that  it  be- 
gets a  joyous  response  in  young  lives,  has 
failed  at  the  most  critical  point. 

4.  The  Nature  of  the  Curriculum 

The  curriculum  of  the  four  years  of  this 
period  should  consist  largely  of  biographies  of 
a.  Studies  in  Blblo  charactors  and  other  great 
Character  mQU  aud  womcu  who  wcro  the  in- 
carnation of  the  religious  impulse.  The  Bible 
must  always  be  the  great  source  book  for  re- 
ligious inspiration.  It  tells  the  story  of  how 
men  lived  their  lives  in  the  presence  of  God ;  of 
how  nations  arose  and  fell  under  the  all-seeing 
eye  of  Jehovah.  General  history  and  mission- 
ary biography  may  be  used  to  show  how  God  is 
still  present  in  the  midst  of  the  nations  and  in 
the  lives  of  men. 

[188] 


INTERMEDIATE  DEPARTMENT 

In  the  presentation  of  these  biographies,  the 
emphasis  should  be  placed  on  character.  The 
life  should  be  so  studied  as  to  show  its  fruits, 
its  influences  upon  society,  and  it  should  be 
evaluated  in  terms  of  social  worth.  It  should 
be  shown  that  God^s  approval  rests  upon  all 
men  who  will  the  good  will  which  promotes  hu- 
man welfare,  and  all  other  acts  should  be  stig- 
matized. 

From  such  a  study  of  great  lives  the  children 
should  be  led  into  a  careful  study  of  the  life  of 
Christ,  the  greatest  man  in  history,  in  whom  all 
the  virtues  center.  There  has  been  something 
wrong  with  the  teaching  or  the  home  influence 
if  this  biography  does  not  lead  to  the  personal 
acceptance  of  the  Christ  as  the  way  of  life. 

Through  the  senses  w^e  come  to  symbols. 
The  child  now  sees  inner  meaning  in  all  the 
b.  Studies  in  concrete  facts  of  experience.  For 
Inner  Meaning  ^]^jg  rcason,  rcHgious  art,  great  mu- 
sic, the  wonders  of  nature  are  valuable  sources 
of  religious  nurture  and  growth.  A  study  of 
the  inner  meaning  of  the  church  ordinances 
deepens  the  religious  life. 

Most  of  the  children  should  have  united  with 
the  church  before  the  close  of  this  period.  For 
this  reason,  the  course  should  con- 
chfSfi?'"  tain  lessons  dealing  with  Christian 
Living  ^  living,  instruction  regarding  the 
duties  of  church  members,  and  training  in  how 
to  make  decisions  in  the  presence  of  life 's  prob- 
lems. 

The  church  school  must  develop  the  principle 

ri89] 


THE  CHURCH  SCHOOL 

of  social  solidarity.  To  this  end,  the  historical 
courses  dealing  with  biblical  matter  must  be 
supplemented  by  courses  which  seek  to  ac- 
quaint the  student  with  the  social  problems  of 
his  own  day,  in  order  that  he  may  intelligently 
carry  the  social  teachings  of  Christianity  over 
into  his  daily  life. 

The  introduction  of  social  service  courses  in 
order  to  enrich  the  curriculum  of  the  church 
school  will  compel  the  church  to  present  a  num- 
ber of  parallel  elective  courses  suited  to  the 
needs  of  its  students.  The  modern  public  high 
school  now  recognizes  ^ve  distinct  groups  of 
students : 

(1)  Those  whose  abilities,  ambitions  and  re- 
sources will  enable  them  to  complete  the  high- 
school  course  and  continue  through  a  college 
course. 

(2)  Those  who  will  not  go  on  through  col- 
lege, but  who  may  safely  defer  the  choice  of  a 
vocation  and  vocational  training  until  after 
graduation. 

(3)  Those  who  must  enter  upon  a  vocation 
immediately  after  leaving  high  school,  and  who 
must  receive  their  systematic  vocational  in- 
struction before  leaving  the  high  school. 

(4)  Those  who  will  continue  in  school  but  a 
year  or  two  beyond  the  compulsory  school  age, 
and  who  must  receive  their  practical  and  social 
training  early  in  the  high-school  course. 

(5)  Those  who  will  leave  school  at  the  end  of 
the  compulsory  school  age  and  go  immediately 
to  the  industries. 

[190] 


INTERMEDIATE  DEPARTMENT 

For  these  five  groups  the  high  schools  are 
offering  special  courses,  as  follows :  the  college 
preparatory  course,  the  general  course,  the 
commercial  course,  the  short  business  course 
and  the  industrial-agricultural  course/ 

Some  such  a  reorganization  of  the  Interme- 
diate Department  of  the  church  school  must  he 
gradually  worked  out  in  order  that  the  needs 
of  the  various  groups  of  students  may  be  more 
fully  met.  This  may  be  effected  by  means  of  a 
rich  curriculum  and  a  carefully  supervised 
elective  system.  That  there  is  already  a  move- 
ment in  this  direction  is  shown  by  the  following 
quotation  from  Prof.  C.  W.  Votaw:  ^*If  our 
young  people  will  stay  in  the  Sunday  school 
long  enough  to  take  four  years  of  high  school 
work  and  four  years  of  college  work,  i.  e.,  if 
they  will  pursue  Sunday-school  courses  contin- 
uously until  they  are  twenty-one  years  of  age, 
then  there  will  be  time  to  give  them  both  his- 
torical courses  of  study  in  the  Bible  and  moral 
and  religious  courses  in  social  living.  But  if 
they  will  not  do  these  full  eight  years  of  work, 
and  are  not  going  to  get  social  study  in  a  regu- 
lar college  course,  then  it  is  more  important  for 
them  to  take  social  courses  than  biblical  courses 
during  the  high-school  years  in  the  Sunday 
school.  ^ ' 

Would  it  not  therefore  be  well  if  our  Sunday 
schools  should  provide  a  double  curriculum  in 
the  high  school  years  (fourteen  to  seventeen: 
a  historical  series,  which  would  call  for  a  sys- 

'  Johnston,  EigJi  ScTiool  Education,  p.  79ff. 

[191] 


THE  CHURCH  SCHOOL 

tematic  study  of  Old  Testament  History,  Old 
Testament  Teaching,  Jesus '  Life  and  Teaching, 
and  Primitive  Christianity ;  and  a  social  series, 
which  in  four  annual  courses  would  deal  with 
the  chief  facts  and  problems  of  our  social  or- 
der? It  would  then  be  open  to  Sunday-school 
boys  and  girls  to  choose  whichever  series  or 
whatever  courses  would  best  meet  their  wishes, 
would  best  give  them  the  knowledge  and  guid- 
ance needed  for  the  direction  of  their  lives.  Into 
the  social  courses  would  certainly  be  taken  up 
all  the  Bible  teaching  that  is  applicable  and 
helpful  to  the  social  conditions  and  problems  of 
today. 

For  the  purpose  of  social  study,  we  already 
have  some  excellent  courses  and  text  books; 
for  example.  The  Bible  Study  Union  Course, 
^^ Christian  Life  and  Conduct'^ ;  Jenks,  *^Life 
Questions  of  High  School  Boys'';  Henderson, 
*^ Social  Duties";  Josiah  Strong,  ** Studies  in 
the  Gospel  of  the  Kingdom."  There  are  many 
books  prepared  for  general  reading  and  for 
school  use  that  are  suitable  for  Sunday-school 
courses  of  study,  such  as  Jane  Addams,  ^^The 
Spirit  of  Youth  and  the  City  Streets ' ' ;  Devine, 
^^ Misery  and  Its  Causes,"  and  *^The  Spirit  of 
Social  Work";  Henderson,  ^'The  Dependent, 
Defective  and  Delinquent  Classes";  Nearing, 
** Social  Adjustment";  Mangold,  ** Child  Prob- 
lems, ' '  and  many  others/ 

*  C.  W.  Votaw,   ' '  Further  Progress  in  the  Graded  Sunday 
School,"  Beligious  Education^  vol.  7,  pp.  191-202,  June,  1912. 

[182] 


INTERMEDIATE  DEPARTMENT 

5.  Art  and  Adolescent  Education 

Art  has  a  large  place  in  adolescent  education. 
Its  proper  use  prevents  excesses  in  youthful 
emotions  and  reinstates  those  emotional  experi- 
ences which  should  pass  over  into  conduct.  Al- 
though feelings  are  bound  up  in  physical  and 
bodily  processes,  it  is  evident  that  emotion  is 
more  than  a  physical  resonance  or  reverbera- 
tion. Hirn  and  Baldwin  have  multiplied  argu- 
ments to  show  that  art  is  social.  The  sharing 
of  an  experience  with  others  enhances  or  re- 
lieves it.  Art  involves  imitation,  and  imitation 
is  one  of  the  prime  methods  of  getting  social 
experience.  Hirn  has  pointed  out'  that  it  is 
not  natural  to  have  a  good  time  alone.  We  get 
joy  by  gifts.  Joy  makes  men  good ;  pain  makes 
them  bad,  provided  sympathy  is  not  engen- 
dered. 

The  church  must  make  full  use  of  the  great 
art  at  its  disposal  for  the  religious  and  social 
education  of  the  young  people  who  are  passing 
through  the  critical  years  of  adolescence. 

All  that  was  said  in  the  preceding  chapters 
regarding  the  importance  of  good  music  and 
the  necessity  of  selecting  only  the 
a.  Music  i^^g^  books   for   children's   singing 

will  hold  true  for  the  Intermediate  department. 
But  an  added  word  is  necessary  here  because 
of  the  physiological  changes  that  occur  at  this 
time.  In  his  splendid  book  **The  Child  Voice 
and  Singing,''  Professor  Howard  has  a  chapter 

*  Origin  of  Art,  p.  83. 

[193] 


THE  CHURCH  SCHOOL 

on  **The  Physiology  of  the  Voice''  which 
should  be  carefully  studied  by  all  who  deal  with 
the  music  of  adolescent  children.  From  this 
chapter  the  following  extract  is  taken  to  show 
the  difference  between  male  and  female  voices 
at  this  period : 

**  Among  the  physical  changes  which  occur 
at  this  period  is  a  marked  growth  of  the  larynx, 
sufficient  to  alter  entirely  the  pitch  and  charac- 
ter of  the  boy's  voice.  As  a  female  larynx  is 
affected  to  a  lesser  extent,  the  voices  of  girls 
undergo  little  change  in  pitch,  but  become  even- 
tually more  powerful,  and  richer  in  tone.  This 
break  of  the  voice,  as  it  is  called,  occurs  at 
about  the  age  of  fifteen  years  in  this  climate, 
but  often  a  year  or  two  earlier,  and  not  infre- 
quently a  year  or  two  later.  The  growth  of  the 
larynx  goes  on,  with  greater  or  less  rapidity, 
varying  in  different  individuals,  for  from  six 
months  to  two  or  three  vears,  until  it  attains  its 
final  size.  In  boys,  the  larynx  doubles  in  size, 
and  the  vocal  bands  increase  in  the  proportion 
of  five  to  ten  in  length.  This  great  gain  in  the 
length  of  the  vocal  cords  is  due  to  the  lateral 
development  of  the  larynx,  for  the  male  larynx, 
in  its  entirety,  increases  more  in  depth  than  in 
height.  The  result  is  a  drop  of  an  octave  in  the 
average  boy's  voice,  the  longer  bands  produc- 
ing lower  tones.  The  change  in  size  in  the 
female  larynx  is  in  the  proportion  of  five 
to  seven,  and  the  increase  is  in  height  in- 
stead of  depth  or  width,  as  in  the  male  larynx. 
The    vocal    cords    of    women    are,    therefore, 

[194] 


INTEKMEDIATE  DEPAETMENT 

shorter,  thinner  and  narrower  than  those  of 
men.  * ' 

The  care  of  the  boy^s  voice  during  this  tran- 
sition is  of  the  utmost  importance.  Not  infre- 
quently boys  are  lost  to  the  church  because  they 
are  permitted  to  drop  out  of  the  song  service  at 
the  time  of  the  so-called  ** break''  in  their 
Voices.  It  should  be  kept  in  mind  that  boys' 
voices  change,  they  do  not  break.  With  rare 
exceptions,  there  is  a  gradual  transition  from 
the  high  soprano,  through  the  alto  and  tenor 
to  the  bass.  By  adapting  the  music  to  the 
changing  voice  and  the  use  of  such  beautiful 
chants  as  are  provided  in  such  books  as  Eich- 
horn's  *^ Songs  for  the  Sunday  School,"  boys 
may  be  kept  singing  in  the  church  school  and  in 
the  church  choir  during  the  entire  period  of 
adolescence. 

The  attitude  of  reverence  and  perfect  quiet 
should  be  insisted  upon  during  all  worship  exer- 
cises. Children  should  not  be  permitted  to 
make  light  of  the  sacred  service  of  song.  Song 
books  best  suited  to  this  department  are  ; 

Worship  and  Song,  Pilgrim  Press,  Boston. 

Eichhorn,  Songs  for  the  Sunday  School  (superintendent's 
edition),  A.  S.  Barnes  &  Co.,  New  York. 

Hymns  of  Worship  and  Service,  Century  Co.,  New  York. 

Shepardson  &  Jones,  Scripture  and  Song  in  Worship,  Uni- 
versity of  Chicago  Press,  Chicago. 

The  Hymnal  of  Praise,  A.  S.  Barnes  &  Co.,  New  York. 

The  pupils  of  this  age  will  be  interested  in 
*  *  The  Story  of  the  Hymns  and  Tunes, ' '  by  But- 
terworth  and  Brown,  and  their  appreciation  of 

[195] 


THE  CHURCH  SCHOOL 

music  will  be  enhanced  by  reading  Mason,  **A 
Guide  to  Music'';  Scobey  and  Home,  ^* Stories 
of  Great  Musicians ' ' ;  Home  and  Scobey,  *  *  Sto- 
ries of  Great  Artists.'' 

Valuable  material  on  the  music  of  this  period 
may  be  secured  from  these  sources: 

MeConathy,    "Music    in    High    Schools,"    in    Proceedings 

N.  E.  A.,  1908,  p.  844. 
Birge,    "High  School   Courses;    Appreciation  Work,"    in 

Proceedings  Music  Teachers'  National  Association,  1909, 

p.  142. 
"One  Hundred  Hvmns  of  Brotherhood,"  Survey,  January 

3, 1914. 

Two  types  of  hymns  should  be  emphasized 
in  the  Intermediate  Department:  those  ex- 
pressing social  goodness,  and  those  reflecting 
the  inner  and  more  subjective '  aspects  of  re- 
ligious experience. 

The  pupils  in  this  department  must  be 
brought  into  fellowship  with  the  heavenly 
Father  through  songs  of  praise  and  adoration, 
and  they  must  be  made  to  feel  their  dependence 
upon  him,  but  nature  is  now  ripening  up  their 
social  impulses  and  their  sympathies  and  emo- 
tions are  bringing  them  into  tune  with  our  com- 
mon humanity,  and  there  is  great  need  of 
giving  form  and  direction  to  these  impulses 
through  great  hymns  which  emphasize  the 
brotherhood  of  man.  *  *  Thy  kingdom  come,  thy 
will  be  done  on  earth"  is  the  theme  for  this 
type  of  song.  These  songs  should  not  only  re- 
flect social  goodness,  but  should  also  inspire  to 
action,  to  holy  warfare  in  behalf  of  the  king- 

[196] 


INTERMEDIATE  DEPARTMENT 

dom  of  God  which  is  to  come  here  and  now. 
Songs  suitable  for  this  period  are  hard  to  find 
because,  first,  our  songs  have  been  written  for 
adults,  and,  second,  the  social  aspects  of 
Christ's  teachings  have  not  found  adequate  ex- 
pression, as  yet,  in  our  hynmology.  The  songs 
listed  here  are  not  ideal,  but  they  approach 
more  nearly  to  the  needs  of  the  period  than 
many  others,  and  they  suggest  the  type  of  song 
for  which  religious  educators  are  now  seeking. 
Among  the  songs  of  action  and  social  good- 
ness the  following  may  be  mentioned: 

Christian,  Rise,  and  Act  Thy  Creed,  Russell 

Who  is  on  the  Lord's  Side?  Havergal 

Onward,  Christian  Soldiers,  Baring-Gould 

Jesus  Shall  Reign  Where'er  the   Sun,  Watts 

We've  a  Story  to  Tell  to  the  Nations,  Sterne 

Fight  the  Good  Fight,  Monsell 

O  Beautiful  for  Spacious  Skies,  Bates 

Stand  Up,  Stand  Up  for  Jesus,  Duffield 

Dare  to  Do  Right,  Taylor 

Sound  the  Battle  Cry,  Sherwin 

Where  Cross  the  Crowded  Ways  of  Life,  North 

To  meet  the  tendency  towards  introspection, 
which  becomes  prominent  during  this  period, 
there  should  be  hymns  of  communion  with  the 
Father,  in  which  symbols,  words  and  sentiment 
emphasize  the  personal  presence  of  God  in  the 
soul.  They  should  bring  God  and  man  together 
as  co-workers. 

The  writer  has  indelibly  stamped  on  his 
memory,  from  its  frequent  use  in  the  church 

[197] 


THE  CHURCH  SCHOOL 

school  which  he  attended  when  a  boy,  the  song 
which  opened  with  these  words : 

Bright  angels  meet  me; 
Bright  angels  greet  me; 

Bear  me  to  that  land  on  high; 
Bright  angels  meet  me ; 
Bright  angels  greet  me, 

When  I  die,  when  I  die." 

The  songs  of  this  period  must  emphasize  the 
fact  that  it  is  not  necessary  to  die  in  order  to 
have  comradeship  with  God.  Many  of  the  old 
songs  can  be  used  to  teach  this  lesson.  Some 
old  songs  need  to  be  edited  to  eliminate  out- 
worn theological  conceptions.  There  are  new 
songs  which  throw  around  the  experiences  of  a 
scientific  age  the  halo  of  the  mystic's  illumina- 
tion. The  following  songs  will  help  to  deepen 
the  religious  experiences  of  Intermediate  stu- 
dents without  creating  a  morbid  desire  to  die 
and  be  with  the  angels,  or  establishiYjg  false 
intellectual  conceptions  regarding  the  Eorma) 
religious  life: 

0  Master,  Let  Me  Walk  with  Thee,  Gladden 

Saviour,  Like  a  Shepherd  Lead  Us,  Thrupp 

Love  Divine,  All  Love  Excelling,  Charles  Weslep 

Just  as  I  Am,  Thine  Own  to  Be,  Hearn 

Nearer,  My  God,  to  Thee,  Adams 

Sun  of  My  Soul,  Keble 

Abide  with  Me,  Lyte 

Take  My  Life,  Havergal 

Safely  Through  Another  Week,  N&u)t^n 

Come,  Thou  Almighty  King,  Wesley 

Faith  of  Our  Fathers,  Faher 

[198] 


INTERMEDIATE  DEPARTMENT 

Just  as  it  is  the  business  of  the  church  school 

to  teach  children  to  know,  to  appreciate  and  to 

love  the  ffreat  masterpieces  in  the 

b.  Pictures  ,  ^ "  t  .  i         •      •  i 

realm  of  sacred  music,  so  also  is  it 
the  business  of  the  church  school  to  bring  chil- 
dren into  possession  of  their  heritage  in  sacred 
art. 

The  public  school,  art  clubs  and  free  public 
art  galleries  are  doing  much  to  develop  in  the 
American  people  an  appreciation  of  the  best  in 
art.  The  church  must  not  forget  that  the  really 
great  art  is  religious  art.  The  great  concep- 
tions of  the  masters  must  be  renewed  in  the 
minds  of  our  children.  Copies  of  the  master- 
pieces must  adorn  the  walls  of  our  Christian 
homes,  books  on  religious  art  must  be  on  our 
library  tables,  and  the  church  must  use  this  art 
interest  in  creating  a  capacity  for  the  beautiful 
in  life  and  character.  Our  churches  must  be 
made  beautiful  and  our  church  school  class- 
rooms must  be  clean  and  light,  and  upon  their 
walls  must  hang  beautiful  pictures  which  will 
lift  teachers  and  class  into  the  very  presence 
of  the  Eternal  Son  of  God ;  then  the  church  will 
be  a  holy  place,  and  worship  will  be  indeed 
communion  with  our  heavenly  Father. 

Splendid  reprints  of  the  great  masterpieces 
in  religious  art  are  available  at  a  very  reason- 
able price.  Small  copies  for  children's  note- 
book work  may  be  had  for  one-half  cent. 
Larger  copies  at  from  one  to  three  cents  each 
are  satisfactory  for  class  use;  and  still  larger 
copies  suitable  for  framing  for  classrooms  or 

[199] 


THE  CHURCH  SCHOOL 

home  may  be  had  at  prices  ranging  from  a  few 
cents  to  several  dollars  each. 

In  this  book  the  great  masterpieces  of  art 
have  been  listed  in  connection  with  the  differ- 
ent departments.  The  pupils  in  the  Interme- 
diate Department  will  find  new  interest  in 
pictures  which  have  been  familiar  to  them  from 
the  elementary  grades.  They  are  now  seeing 
below  the  surface  of  things  and  beyond  the  ho- 
rizon. The  teachers  must  now  add  new  inter- 
pretations to  old  truths.  Hofmann's  **The 
Rich  Young  Ruler"  will  now  have  a  new  mean- 
ing, and  the  social  message  of  Jesus  will  be  re- 
inforced by  this  great  picture.  Da  Vinci's 
*  ^  The  Last  Supper ' '  may  now  be  studied  for  its 
hidden  lesson.  Such  a  study  of  this  picture  as 
that  furnished  by  The  School  News,  Taylor- 
ville,  HI.,  will  suggest  the  service  of  religious 
art  at  this  period  of  emotional  upheaval. 

There  is  a  great  need  at  this  time  for  a  study 
of  the  motives  and  methods  of  the  world's 
great  painters  in  order  that  the  church  may 
come  to  have  a  better  appreciation  of  the  great 
religious  masterpieces.  One  of  the  best  books 
for  this  purpose  is  Caffin,  *^How  to  Study  Pic- 
tures. ' '  Other  books  are  mentioned  in  the  book 
list  at  the  close  of  this  chapter.  The  following 
books  and  articles  should  be  read  by  teachers 
who  wish  intelligently  to  use  the  great  master- 
pieces of  art  in  the  religious  education  of  chil- 
dren: 

Erb,  "The  Influence  of  Religious  Art,"  Beligious  Educa- 
tion, vol.  7,  pp.  602-509,  Dec,  1912. 

[2001 


INTERMEDIATE  DEPAETMENT 


'ee: 

Mi 


'The  Use  of  jBiblical  Pictures  in  Teaching  Children,**  The 

Bible  in  Practical  Life,  pp.  471-476. 
"Art  in  the  Sunday  School,"  Religious  Education,  vol.  5, 

pp.  271-2,  August,  1910. 
DuBois,   The  Natural   Way  in   Moral   Training,   Chapter 

IV. 
Noyes,  The  Enjoyment  of  Art. 
Puffer,  The  Psychology  of  Beauty. 
Caffin,  How  to  Study  Pictures. 

The  special  programs  given  by  this  depart- 
ment may  use  the  great  masterpieces  of  re- 
ligious art  in  connection  with  the  great  hymns 
and  anthems  as  a  means  of  deepening  religious 
sentiment.  The  following  pictures  are  appro- 
priate for  the  Easter  season: 

Christ's  Entry  into  Jerusalem,  Plockhorst 

The  Last  Supper,  Da  Vinci 

Christ  in  Gethsemane,  Hofmann 

Christ  Before  Pilate,  Munkacsy 

The  Descent  from  the  Cross,  Bub  ens 

The  Holy  Women  at  the  Tomb,  Plockhorst 

Peter  and  John  Running  to  the  Sepuleher,  Burnard 

Easter  Morning,  Plockhorst 

The  First  Easter  Dawn,  Thomson 

Similar  lists  could  be  built  up  around  Christ- 
mas, Thanksgiving  and  other  special  days  of 
the  church  year.  Beautiful  hand-colored  stere- 
opticon  slides  may  be  purchased  or  rented  from 
Frances  Farrar,  East  Elmira,  New  York,  and 
special  day  services  of  song  to  accompany  the 
pictures  are  published  by  Clayton  F.  Summy 
Co.,  Chicago. 

The  religious  drama  is  a  powerful  instru- 
ment for  the  development  of  the  emotional  na- 

[201] 


THE  CHUECH  SCHOOL 

tnre  of  adolescent  pupils.  The  high  schools  are 
increasingly  making  use  of  this 
means  of  discipline.  Great  histori- 
cal pageants  are  frequently  reproduced  in 
which  whole  communities  live  over  again  the 
experiences  of  an  earlier  civilization.  Great 
religious  pageants  may  profitably  be  conducted 
by  all  the  churches  of  a  community.  The  re- 
production of  the  Passion  Play  in  any  com- 
munity would  give  active  emotional  expression 
to  many  young  people  and  afford  a  multitude 
of  spectators  an  emotional  response  second 
only  to  that  exerienced  by  the  actual  members 
of  the  cast. 

Local  churches  often  conduct  religious 
dramas  with  great  profit  to  the  religious  and 
social  life  of  the  young  people.  Sheldon's  ^^In 
His  Steps''  has  been  dramatized  for  use  in 
Young  People's  Societies.  *^ Queen  Esther," 
**Jephtha's  Daughter,"  and  other  religious 
dramas  have  been  published  by  A.  Flanagan 
Co.,  Chicago,  and  Joseph  F.  Wagner,  New 
York.  The  Pilgrim  Press,  Boston,  publishes 
the  following  dramas  suitable  for  Junior  SiW 
Intermediate  grades : 

The  Story  of  Joseph  and  His  Brethren 

The   Story  of  Jacob 

Moses  the  Liberator 

Samuel  and  Saul 

David  the  King 

The  Story  of  David  and  Jonathan 

The  Story  of  Solomon 

The  Story  of  Job 

[202] 


INTERMEDIATE  DEPAETMENT 

The  Story  of  Elijah 

The  Messages  of  the  Prophets 

Nehemiah  the  Builder 

Paul,  the  Prisoner  of  the  Lord 

The  February,  1914,  issue  of  The  School 
Arts  Magazine  is  a  special  dramatization  num- 
ber. Good  Housekeeping^  March,  1914,  vol.  58, 
pp.  331-338,  contains  a  very  suggestive  article 
on  '* Making  Bible  Stories  Plain/'  William 
Beverley  Harrison,  New  York,  has  issued  sev- 
eral biblical  dramas. 

Public-school  teachers  are  recognizing  the 
importance  of  directing  the  home  reading  of 
adolescent  children.     In  addition  to  establish- 

^.  ^  ing  a  standard  of  English  style  it 
is  essential  that  pupils  be  interested 
in  the  vast  field  of  good  literature.  The  hearts 
of  pupils  must  be  won  from  the  trivial  by  show- 
ing them  the  greater  interest  of  books  of  more 
permanent  value. 

The  National  Education  Association  Com- 
mittee of  Seventeen  on  the  Training  of  High 
School  Teachers  says:  *^No  teacher  ought  to 
receive  a  high  school  certificate  unless  he  is 
able  to  recommend  stimulating  and  interesting 
books  on  subjects  as  various  as  astronomy,  in- 
ventions, history,  animals,  literature,  adven- 
ture, poetry,  flowers,  Indians  and  travel.  He 
should  know  better  than  his  pedagogy,  books 
like  The  Prince  and  the  Pauper,  The  Jungle 
Book,  The  Oregon  Trail,  Astronomy  with  an 
Opera  Glass,  Tenting  on  the  Plains,  The  Bar 
Sinister,  Lives  of  the  Hunted,  Hero  Tales  from 

[203] 


THE  CHURCH  SCHOOL 

American  History,  and  suitable  poetry  selected 
from  a  wide  range.  Boys  and  girls  have,  in 
the  majority  of  cases,  decided  before  leaving 
their  teens  what  the  bulk  of  the  reading  for  the 
rest  of  their  lives  shall  be;  in  fact,  whether 
they  shall  read  anything  except  novels.  Libra- 
rians say  that  the  majority  of  all  reading  is 
done  by  young  people  before  twenty.  The  ex- 
periences of  the  world,  its  joys  and  sorrows, 
are  bequeathed  to  us  through  books.  By  them, 
Shakespeare,  being  dead,  yet  speaketh.  Woe 
to  the  boy  or  girl  who  leaves  the  high  school 
without  a  taste  for  reading.  Every  decade  or 
so  sees  the  hours  of  the  laborer  shortened. 
What  shall  he  do  with  his  spare  time?  This 
becomes  a  question  of  increasing  importance. 
The  saloon,  the  pool  room  and  the  card  table 
will  have  less  attraction  for  the  one  whose 
teachers  have  given  him  a  love  for  reading. 
The  teacher  who  has  not  made  a  study  of  read- 
ing for  adolescence  cannot  do  his  best  in  im- 
planting such  a  love.  Unless  he  supplements 
this  special  training  each  subsequent  year  of 
his  teaching  life  by  reading  at  the  very  least 
three  adolescent  books,  he  will  gradually  lose 
both  the  capacity  and  the  inclination  to  direct 
the  outside  reading  of  his  pupils.''  Proc.  N.  E. 
A.,  1907,  p.  534. 
If,  to  quote  further  from  this  same  report, 
some  of  the  great  masters  of  secondary 
schools  have  kept  pupils  marching  to  the  music 
of  great  ideals  until  that  way  of  marching  be- 
came   a    habit,''    how    much    more    em.phasis 

[204] 


<< 


INTERMEDIATE  DEPARTMENT 

should  teachers  in  the  church  school  place  on 
this  method  of  forming  permanent  moral  and 
religious  character! 

At  the  close  of  this  chapter  there  will  be 
found  a  list  of  literature  suitable  to  the  pupils 
of  this  department  and  a  list  of  books  that  will 
be  helpful  to  parents  and  teachers  in  directing 
the  reading  of  young  people  in  the  Interme- 
diate Department. 

6.    EXPEESSIONAL    AcTFVITIES 

It  has  been  beautifully  said  that  the  school 

is  a  garden  of  souls  and  the  teacher  is  a  soul 

horticulturist.     It  may  be  as  truly 

a.  In  the  Home     ^^-^    ^^^^    ^^^    ^^^^     -^    ^^^    g^-j     -^ 

which  the  young  plant  grows,  and  in  its  bloom 
it  will  but  show  forth  the  elements  which  the 
soil  contained. 

(1)  Normal  growth  requires  a  variety  of 
wholesome  mental  and  physical  activities.  At 
the  close  of  this  chapter  will  be  found  a  list  of 
books  containing  things  boys  and  girls  can 
make  and  do,  including  wholesome  games  and 
sports.  Each  child  should  be  kept  busy.  In  ad- 
dition to  his  plays  and  games,  he  should  have  a 
reasonable  amount  of  real  work.  The  child 
should  be  held  responsible  for  the  faithful  per- 
formance of  regular  tasks.  If  possible,  oppor- 
tunity should  be  given  for  the  child  to  earn 
some  money  at  this  age,  but  it  must  be  kept  in 
mind  that  this  is  still  the  age  of  growth  and 
development  and  not  the  time  to  sell  the  child's 
energy  for  dollars  and  cents. 

[205] 


THE  CHUECH  SCHOOL 

(2)  Children  should  be  taught  to  entertain 
themselves.  It  is  a  mistake  to  plan  to  amuse 
and  entertain  children  all  the  time.  They  may 
easily  be  trained  to  entertain  themselves  with 
books,  music,  industries,  and  in  social  games 
and  plays. 

(3)  Parents  must  watch  the  health  of  chil- 
dren of  this  period.  The  rapid  growth  of  body 
and  mind  may  tax  the  nervous  system  and  cause 
hysteria  and  a  general  nervous  breakdown.  It 
is  a  mistake  to  crowd  children  too  rapidly 
through  the  high  school.  High-school  children 
should  be  given  plenty  of  exercise,  wholesome 
food  and  much  sleep.  The  social  evenings  of 
high-school  pupils  should  be  few  and  the  hours 
should  be  reasonable.  Late  hours  and  im- 
proper food  cause  most  of  the  harm  which  is 
usually  laid  at  the  door  of  overstudy.  Parents 
must  remember  that  their  children  cannot  make 
grades  in  the  high  school  and  in  high  society 
at  the  same  time. 

(4)  There  is  no  substitute  for  the  home 
group.  A  boys'  club  which  takes  a  boy  away 
from  home  and  teaches  him  forms  of  activity 
which  he  must  go  away  from  home  to  practise, 
is  wholly  bad.  Boys  and  girls  should  be  taught 
to  do  things  which  can  be  done  in  the  home 
group.  Children  need  to  be  taught  how  to  live 
in  homes.  Parents  must  simplify  their  busi- 
ness and  social  duties  so  that  they  will  have 
time  to  live  with  their  children.  At  an  earlier 
age  they  may  work  for  their  children,  but  from 
this  age  on  they  must  work  with  them. 

[206] 


INTERMEDIATE  DEPARTMENT 

The  high-school  leaders  are  just  now  giving 
serious  thought  to  moral  education,  vocational 
b.  In  the  guidance  and  kindred  topics.     The 

bay  School  phjsical  training,  directed  games, 
gymnastic  opportunities,  manual  training  and 
domestic  science  provided  by  the  school  must 
be  popularized  by  the  church.  It  is  folly  for  the 
church  to  establish  a  gymnasium  when  the 
public-school  gymnasium  is  adequate  to  meet 
the  needs  of  the  community.  By  creating  pub- 
lic sentiment  in  favor  of  these  much-needed 
phases  of  public  education,  the  church  is  re- 
lieved of  much  work  which  can  be  better  done 
under  the  supervision  of  professional  educa- 
tors. But  when  the  church  does  undertake  any 
work  in  this  field  it  is  a  crime  against  childhood 
to  put  such  work  in  the  hands  of  untrained  vol- 
untary workers  who  make  a  farce  of  the  whole 
matter. 

The  high  school  fraternities  which  have 
been  the  source  of  so  much  trouble  in  recent 
years '  have  sprung  up  largely  because  the  high 
school  has  organized  its  work  around  subjects 
of  study,  and  ignored  the  social  impulses  of 
young  people.  **A  school  is  not  a  purely  in- 
tellectual workshop.  It  is  a  community  in 
which  the  emotions  are  stirred,  the  imagination 
quickened,  ideals  of  life  imparted.  Experience 
has  shown  that  a  school  must  address  itself  to 
the  task  of  influencing  conduct  and  shaping 
character.    In  order  to  do  this  it  must  have  a 

^  Beligious  Education,  vol.  7,  No.  2,    June,  1912,    pp.  251- 
252. 

[207] 


THE  CHURCH  SCHOOL 

philosophy  implicit  in  its  influence,  explicit  in 
its  course  of  instruction. '  * ' 

Athletics,  oratorical,  literary  and  debating 
clubs,  orchestras,  musical  and  dramatic  socie- 
ties and  high-school  publications  are,  as  a  rule, 
not  well  organized,  and  almost  always  without 
intelligent  supervision.  High-school  faculties 
are  selected  with  reference  to  the  curriculum, 
and  the  social  and  moral  situations  which  arise 
in  high-school  groups  have  been  left  without 
direction. 

At  the  present  time  there  is  no  question  re- 
ceiving more  serious  attention  from  leaders  in 
secondary  education  than  that  of  the  social 
and  moral  life  of  the  students.  Dewey,  Irving 
King,  Scott,  Cooley  and  others  have  written 
convincing  arguments  on  the  subject,  and  many 
able  high-school  men  have  undertaken  practical 
experiments  which  are  being  watched  with 
great  interest. 

The  Oak  Park,  Illinois,  township  high  school 
has  organized  a  Parents'  and  Teachers'  Asso- 
ciation which  works  through  three  committees 
— educational,  social  and  athletic.  The  social 
committee  plans  the  various  social  functions  of 
the  high  school,  and  much  is  being  done  to  give 
the  students  a  rich  social  life,  and  a  fine  spirit 
of  democracy  is  being  promoted.  The  educa- 
tional committee  provides  open  meetings  calcu- 
lated to  create  a  sentiment  for  higher  educa- 

*  Sadler,  M.  E.,  * '  High  Churchmen  and  the  Crisis  in  English 
Education/'  Contemporary  Beview,  vol.  98,  pp.  257-72,  Sep- 
tember, 1910. 

[208] 


INTERMEDIATE  DEPARTMENT 

tional  ideals,  and  the  athletic  committee  has 
provided  a  program  of  physical  culture,  com- 
petitive games  and  sports  which  includes  every 
boy  and  girl  in  the  school.  All  this  work  is 
carefully  supervised/ 

Another  evidence  that  the  high-school  lead- 
ers are  awake  to  the  needs  of  social  cooperation 
in  directing  the  pupils'  high  school  course  is 
the  tendency  to  appoint  counselors  for  each 
pupil  in  the  school.  Dr.  Colin  0.  Davis,  assist- 
ant professor  of  education.  University  of 
Michigan,  makes  the  following  recommendation 
to  high  school  teachers:  ^*Time  may  well  be 
taken  at  the  beginning  of  every  school  year  to 
consult  seriously  and  sympathetically  with 
every  pupil  respecting  his  aims,  ambitions  and 
choice  of  studies.  For  this  purpose,  an  advi- 
sory committee  should  be  formed  for  every 
single  high-school  individual.  By  this  commit- 
tee the  curriculum  of  every  pupil  should  be  an- 
alyzed and,  if  necessary,  remodelled. ' ' '  The 
members  of  this  committee.  Dr.  Davis  advises, 
should  consist  of  the  following  persons: 

(1)  The  student  himself. 

(2)  The  parents  or  guardian. 

(3)  The  pupiPs  former  teacher. 

(4)  The  prospective  teacher. 

(5)  The  principal  of  the  school. 

The  administration  of  this  program  will  re- 
quire time  and  patience,  but  it  will  go  far  to- 

^Hollister,  Eigh  School  Administration,  $1.50,  D.  C.  Heath 
&  Co.,  Boston,  pp.  197-8. 

•Johnston,  Eigh  School  Education,  p.  88. 

[209] 


THE  CHURCH  SCHOOL 

ward  giving  the  pupil  the  guidance  which  will 
enable  him  to  develop  into  an  efficient,  self- 
controlled  member  of  society. 

In  addition  to  this  supervision  of  the  work  of 
the  individual  pupils,  there  must  be  wise  direc- 
tion of  all  groups  organized  for  any  high-school 
activity.  The  petty  grafts  connected  with 
class  pictures,  annuals,  pins  and  other  transac- 
tions involving  the  expenditure  of  class  funds 
will  emphasize  the  need  of  both  direction  and 
instruction. 

*' Through  the  activities  of  a  well-regulated 
school,  habits  of  response  to  moral  situations, 
a  sense  of  responsibility  and  an  appreciation 
of  the  meaning  of  social  interdependence 
should  be  acquired  naturally.  Too  much  em- 
phasis cannot  be  put  on  the  school  as  a  social 
institution  in  which  preparation  for  life  is  tak- 
ing place  through  all  of  its  actual,  concrete  re- 
lations and  activities.'^' 

In  addition  to  the  formation  of  habits  of 
moral  response  from  the  actual  participation 
in  the  life  of  the  high  school  and  the  larger  life 
of  the  community,  there  is  a  growing  conviction 
that  direct,  specific  moral  instruction  is  also 
needed.  Araburgh  has  pointed  out  that  *  *  train- 
ing which  is  the  result  of  participation  in  the 
life,  not  only  of  the  school  but  of  the  larger  life 
outside  the  school,  manifests  itself  in  habits 
and  characteristic  attitudes.  These,  however, 
do  not  function  unless  a  stimulus  is  present, 
and.  in  conditions  that  are  constantly  changing, 

^  Johnston,  High  School  Education,  p.  340. 

[210] 


INTERMEDIATE  DEPARTMENT 

the  original  stimulus  may  be  lost. ' ' '  Araburgh 
quotes  from  Prof.  Tufts:  ** Morality  is  not  all 
habits  and  emotions.  Conscious  conduct  im- 
plies not  only  doing  the  right  thing  when  we 
know  it,  but  finding  out  the  right  thing  to  do. 
Conduct  that  is  mere  habit  is  not  real  moral 
conduct;  ^good  habits'  ne^d  constant  revision 
for  growing  persons  and  changing  society. ' ' ' 

The  time  for  merely  debating  the  pros  and 
cons  of  direct  and  indirect  moral  instruction 
has  passed.  It  is  now  generally  agreed  that 
some  knowledge  is  necessary  in  any  adequate 
program  of  moral  instruction,  and  the  question 
now  turns  on  the  method  and  content  of  such 
courses.  The  following  suggested  courses  are 
worthy  of  very  careful  study  by  all  who  are 
interested  in  any  phase  of  adolescent  develop- 
ment : 

Araburgh,  "Moral  Education  and  Training,  with  a  Sug- 
gested Course  of  Study,"  Chapter  XVIII,  in  Johnston, 
High  School  Education. 

Davis,  "Vocational  and  Moral  Guidance  in  the  High 
School,"  Religious  Education,  vol.  7,  pp.  645-53,  Febru- 
ary, 1913. 

Sharp  and  Neumann,  "A  Course  in  Moral  Education  for 
the  High  School,"  Religious  Education,  vol.  7,  pp.  653- 
80,  February,  1913. 

Johnson,  "The  Problems  of  Boyhood,"  Biblical  World, 
beginning  with  January,  1914. 

Sharp,  Success,  A  Course  of  Moral  Instruction  for  the 
High  School,  Madison,  Wis. 

^Johnston,  High  School  Education,   pp.   340-341. 

'Tufts,  J.  H.,  "Is  There  a  Place  for  Moral  Instruction?" 
School  Eeview,  vol.  16,  p.  476. 

[211] 


THE  CHURCH  SCHOOL 

(1)  Worship,  It  has  been  pointed  ont  in  an 
earlier  paragraph  that  religion  now  becomes 
c.  In  the  subjective     instead     of     objective. 

Church  School  tj^^q  inner  meaning  now  bulks  large 
and  religion  becomes  more  personal  than  ever 
before.  For  this  reason  more  symbolism  and 
ritual  will  add  to  the  effectiveness  of  worship ; 
there  should  be  more  class  responses  and 
prayers,  with  instruction  by  way  of  interpret- 
ing personal  religious  experience. 

A  department  assembly  is  very  much  to  be 
desired,  so  that  the  music,  art,  ritual  and  in- 
struction may  serve  to  nurture  this  feeling  of 
the  personal  presence  of  God  within  the  soul. 
Private,  daily  prayers  may  be  encouraged,  and 
** quiet  hour*'  leagues  may  be  formed  to  en- 
courage private  devotions. 

The  Intermediate  children  should  not  be  per- 
mitted to  lose  interest  in  the  regular  church 
service.  The  pastor  should  each  Sunday  intro- 
duce into  the  order  of  service  some  response, 
song  or  prayer  which  the  Intermediate  De- 
partment of  the  church  school  has  prepared  for 
the  occasion.  The  young  people  go  to  church 
prepared  to  take  a  definite  part  in  the  program 
of  the  day.  For  example,  if  the  congregation 
is  asked  to  join  in  repeating  the  Twenty- third 
Psalm,  the  young  people  would  join  heartily  in 
the  exercise  because  they  had  been  taught  the 
psalm  and  asked  to  come  prepared  to  join  in 
its  repetition  during  the  morning  service. 
There  should  be  nothing  in  the  printed  order 
of  service  or  in  the  announcement  from  the 

[212] 


INTERMEDIATE  DEPARTMENT 

desk  which  would  show  the  place  of  the  church 
school  in  these  special  numbers. 

(2)  Classroom  Expression.  Good  teaching 
requires  the  active  interest  and  response  of  the 
taught.  The  teacher  has  done  his  work  when 
he  has  occasioned  the  appropriate  response. 
Classes  in  the  Intermediate  Department  should 
be  kept  down  to  twelve  or  fifteen  members,  so 
that  there  can  be  conference  and  individual  di- 
rection of  required  expressional  work.  In 
these  grades  there  will  be  map  drawing,  note- 
book work,  essays,  reports  on  special  topics. 
The  classes  should  be  expected  to  prepare  their 
lessons  at  home  and  they  should  be  held  re- 
sponsible for  the  character  of  their  work.  The 
home  should  be  notified  if  there  is  careless  or 
indifferent  work.  To  permit  disorder,  inatten- 
tion and  carelessness  is  immoral  and  breeds  the 
very  ^attributes  of  character  which  the  church 
school  is  trying  to  eradicate.  Honesty,  faith- 
fulness, accuracy,  reverence  and  respect  are 
virtues  which  must  attach  to  the  class  work  of 
the  church  school. 

The  teachers  in  this  department  should  su- 
pervise and  direct  the  lesson  study  period  as 
much  as  possible.  The  time  must  soon  come 
when  a  much  longer  period  will  be  given  to  the 
period  of  instruction.  If  the  teacher  could 
spend  half  an  hour  each  Sunday  directing  the 
study  of  the  lesson  there  would  be  much  more 
and  much  better  lesson  preparation  at  home. 

The  teacher  must  himself  know  how  to  study, 
and  he  must  give  expert  guidance  to  his  pupils 

[213] 


THE  CHUECH  SCHOOL 

as  they  master  the  same  art.  It  is  often  time 
wisely  used  to  devote  the  entire  recitation  hour 
to  a  study  of  the  lesson  with  the  pupils. 

The  classes  in  this  department  should  be  pro- 
vided with  copies  of  the  American  Eevised  Ver- 
sion of  the  Bible  to  be  used  freely  in  class. 
They  should  also  have  maps,  tables  and  ade- 
quate reference  books,  and  pupils  should  be 
taught  how  to  use  them. 

(3)  Group  Benevolences  and  Social  Life, 
(a)  Types  of  Group  Organizations.  The  first 
organizations  which  were  formed  to  meet  the 
needs  of  preadolescent  and  adolescent  children 
were  the  Junior  and  Intermediate  Leagues  and 
Christian  Endeavor  Societies.  The  program 
for  the  adult  society  was  diluted  and  the  result 
was  a  children's  prayer  meeting.  Because  of 
the  weakness  and  inadequacy  of  these  societies, 
a  large  number  of  organizations  have  sprung 
up  within  recent  years.  Rev.  Herbert  W. 
Gates  ^  classifies  these  organizations  as  follows : 

i.  Religious  Organizations 

a.  Interdenominational 
Knights  of  King  Arthur 
Knights  of  the  Holy  Grail 
The  Boys'  Brigade 
The  Modern  Knights  of  St.  Paul 
The  Pilgrim  Fraternity 
The  Phi  Alpha  Pi  Fraternity 

*  Gates,  ' '  The  History,  Scope  and  Success  of  Organizations 
for  Boys  and  Girls,"  Religious  Education,  vol.  7,  pp.  223-235, 
June,  1912. 

[214] 


INTERMEDIATE  DEPAETMENT 

Junior  and  Intermediate  Christian  En- 
deavor Societies 

Junior  and  Intermediate  Epworth 
Leagues 

The  King's  Daughters 

The  Fecit  Club 

And  many  others 

b.  Denominational   and    Church   Organiza- 
tions 

Junior  Brotherhood  of  St.  Andrew  in 
the  Episcopal  Church 

Junior  Brotherhood  of  Andrew  and 
Philip,  in  the  Reformed  and  Presby- 
terian churches 

The  Knights  of  Methodism,  in  the  Meth- 
odist Episcopal  church 

Junior  Brotherhood  for  Presbyterian 
boys  in  Chicago 

The  Anderson  Boy  Movement,  a  com- 
munity organization  under  the  aus- 
pices of  the  Central  Christian  Church 
of  Anderson,  Indiana 

ii.  Organizations  Not  Distinctively  Religious 
Boy  Scouts 
Camp  Fire  Girls 
Boy  Pioneers 
Woodcraft  Indians 
And  many  others 

This  heading  might  also  be  made  to  include 
such  movements  as  the  Playgrounds,  National 
First  Aid  Association,  United  States  Volunteer 

[215] 


THE  CHURCH  SCHOOL 

Life  Saving  Corps,  Humane  Societies,  St. 
Nicholas'  League,  etc/ 

Each  of  these  organizations  has  its  strength 
and  its  weakness.  The  Boys'  Brigade  is  mili- 
tary. It  makes  its  appeal  through  uniforms, 
marching  and  other  military  features.  The 
Knights  of  King  Arthur  seeks  to  revive  the 
nobler  side  of  medieval  chivalry.  It  provides 
for  graduation  and  gives  opportunity  for  out- 
door activities,  such  as  woodcraft  and  scouting. 
The  Pilgrim  and  Phi  Alphi  Pi  fraternities  ap- 
peal to  a  boy's  love  for  ritual  and  lofty  ideal- 
ism. The  Boy  Scouts  and  Camp  Fire  Girls 
stress  out-door  activities  and  the  building  of 
sound  physical,  mental  and  moral  life.  The 
Scout  law  includes  twelve  points:  honor,  loy- 
alty, usefulness,  friendliness,  courtesy,  kind- 
ness, obedience,  cheerfulness,  thrift,  courage, 
cleanliness  and  reverence.  The  founders  seem 
to  have  labored  under  the  mistaken  notion  that 
one  could  teach  virtue  by  rehearsing  children  in 
a  catalogue  of  virtues.  Courage,  for  example, 
may  be  immoral  if  directed  toward  a  non-social 
end ;  one  may  industriously  prosecute  evil ;  for- 
bearance ceases  to  be  a  virtue  when  it  tolerates 
evil.  Virtue  must  always  be  made  to  involve 
the  prosecuting  of  social  ends  and  purposes.' 

With  respect  to  democracy,  these  societies 

*For  listing  of  societies  of  this  character,  see  Votaw,  The 
Progress  of  Moral  and  Religious  Education  in  the  American 
Home,  25c.,  Keligious  Education  Association,  Chicago. 

'  Coe,  * '  Virtue  and  the  Virtues, ' '  Proceedings  of  N.  E.  A., 
July,  1911. 

[216] 


INTERMEDIATE  DEPARTMENT 

vary  from  the  small  secret  societies  to  the  large 
democratic  or  mass  organizations.  The  exclu- 
sive society  claims  to  do  an  intensive  work  with 
a  small  homogeneous  group;  the  mass  organ- 
izations claim  to  raise  the  general  level  of  the 
multitude. 

It  is  safe  to  say  that  none  of  these  organiza- 
tions should  be  accepted  or  condemned  in  toto. 
In  selecting  from  them  all  the  elements  which 
should  enter  into  an  organization  for  a  given 
church  or  community,  the  following  principles 
should  be  observed : 

Care  must  be  taken  not  to  throw  the  whole  of 
a  child's  life  into  the  imagery  of  one  of  the  as- 
pects of  life.  The  Boys'  Brigade,  for  example, 
tends  to  cause  a  boy  to  look  upon  all  the  duties 
of  life  through  military  glasses.  On  account  of 
a  boy's  interest  in  athletics,  some  teachers  try 
to  present  life  as  a  great  game,  and  one  teacher 
has  gone  so  far  as  to  prepare  a  textbook  for 
boys  on  the  life  of  Christ  under  the  general 
title,  ^^  Jesus  Christ  as  the  Head  Coach 'M 
True,  life  is  a  game,  but  it  is  more  than  a  game, 
and  the  student  must  have  life  presented  by 
means  of  many  illustrations.  The  student  has 
many  interests,  and  all  of  them  should  be  made 
use  of  in  teaching.  The  society  or  club  which 
crystallizes  its  teachings  within  the  scope  of 
scouts,  knights,  athletes,  etc.,  will  narrow  life 
into  a  limited  channel  and  cause  its  members  to 
see  all  of  life  in  terms  of  a  single  aspect  of  life. 

Children  should  rehearse  only  those  tend- 
encies which  are  to  survive  in  the  race.     All 

[217] 


THE  CHURCH  SCHOOL 

other  tendencies  should  drop  out  through  dis- 
use. The  prophets  of  a  race  select  out  the  tend- 
encies which  are  to  enter  into  the  race  of  the 
future,  and  the  teachers  of  the  race  hand  these 
tendencies  on  to  the  future  through  rehearsals. 
There  is  no  peculiar  virtue  in  giving  a  child 
skill  in  making  birch-bark  canoes.  When  the 
Indian  taught  his  child  to  make  a  canoe,  he  was 
not  rehearsing  an  ancestral  tendency;  he  was 
rehearsing  him  in  an  adult  Indian  activity.  The 
present  is  more  interesting  than  the  past. 
Steam  launches  and  modern  houses  are  as  in- 
teresting as  birch-bark  canoes  and  wigwams. 
The  child  wants  concrete  experiences  to  which 
he  can  respond.  Fairy  stories  appeal  to  won- 
der and  play  instincts,  not  because  of  race 
experiences,  but  because  of  individual  experi- 
ences. 

The  child  of  man  is  at  no  time  a  little  animal 
or  a  little  savage.  He  is  at  all  times  a  develop- 
ing human  being.  Education  should  seek  to  tie 
native  tendencies  and  impulses  to  wholesome 
life  interests;  e.  g.,  reading,  music,  photog- 
raphy, mechanics,  electricity,  community  indus- 
tries, wholesome  games  and  sports.  No  tend- 
ency should  be  indulged  to  get  it  out  of  the 
system.  Von  Baer's  law  of  recapitulation  and 
Aristotle's  doctrine  of  catharsis,  which  have 
been  popularized  in  America  by  G.  Stanley 
Hall  and  his  disciples,  are  already,  if  not  obso- 
lete, at  least  obsolescent,  in  the  field  of  secular 
education.  Practices  based  upon  these  dis- 
carded theories  still  persist  in  many  boys '  clubs 

[  218  ] 


INTERMEDIATE  DEPARTMENT 

and  girls'  guilds.  In  defending  his  theories 
Hall  says :  ^*It  seems  a  law  of  psychic  develop- 
ment, that  more  or  less  evil  must  be  done  to 
unloose  the  higher  powers  of  constraint  and 
practice  them  until  they  can  keep  down  the 
baser  instincts.  .  .  .  Faculties  and  impulses 
which  are  denied  legitimate  expression  during 
their  nascent  periods  break  out  well  on  in  adult 
life.''  (Hall,  Adolescence,  Vol.  II,  pp.  83  and 
90.)  This  is  the  doctrine  of  later  immunity 
through  early  indulgence.  It  is  a  sort  of  vacci- 
nation against  vice  by  early  participation  in  it. 
An  old  Quaker,  hearing  his  son  swearing,  said : 
*^Keep  it  up,  Thomas,  keep  it  up,  till  thee  gets 
it  all  out  of  thee. ' '  One  can  not  curse  profanity 
out  of  his  system,  and  he  cannot  get  cruelty, 
brutality  and  animalism  out  of  his  system  by 
rehearsing  racial  tendencies.' 

Care  must  he  taken  not  to  create  an  extra- 
neous organization  or  machine  which  cannot 
be  easily  sloughed  off  when  it  is  outgrown. 
The  work  of  the  local  church  is  sometimes 
handicapped  when  its  interests  conflict  with  the 
national  organization,  whose  officers,  located  in 
a  distant  city,  attempt  to  popularize  practices, 
programs  and  ideals  which  are  not  in  harmony 
with  local  needs.  It  must  always  be  kept  in 
mind  that  the  function  of  any  society  is  to  pro- 
mote the  welfare  of  its  own  members  and  not  to 

^  See  Thomdike,  Educational  Psychology,  vol.  1,  pp.  275-277; 
Chancellor,  Proceedings  of  N.  E.  A.,  1907,  pp.  210-221;  EHap- 
per,  Principles  of  Educational  Practice,  chapter  6,  and  Hen- 
derson,  Text'hooh  in  the  Principles  of  Education,  chapter  6. 

[219] 


THE  CHURCH  SCHOOL 

keep  intact  the  machinery  of  any  state  or  na- 
tional organization,  denominational  or  other- 
wise. There  is  often  great  value  in  affiliation 
with  outside  organizations,  but  the  veto  power 
must  rest  with  the  local  society.  A  regular 
system  of  promotion  should  pass  pupils  on 
from  society  to  society  just  as  automatically  as 
they  go  through  the  grades  of  the  public  school. 
Example  and  imitation  are  powerful  factors 
in  the  educative  process,  hut  both  have  their 
limitations.  The  example,  being  concrete,  is  of 
necessity  limited  to  time,  place  and  circum- 
stances. It  will  be  Greek,  Hebrew,  Roman, 
English,  etc.  But  life  will  always  be  bigger 
than  any  type.  MacCunn  says,  *'We  outgrow 
types  because  they  are  finite^  and  we  are  infinite 
in  our  possibilities. ' '  The  world  needs  more 
than  an  example — it  needs  a  Saviour.  A  man 
who  bases  his  life  solely  on  an  example  may  be- 
come as  narrow  as  his  example.  This  is  true 
even  though  the  type  be  a  social  ideal.  The  at- 
tempt to  mould  life  after  some  social  pattern 
may  lead  to  fanaticism  and  pedantry.  The  his- 
toric examples  are  the  Puritans,  the  Cove- 
nanters, the  French  of  the  Renaissance  seeking 
Roman  and  Greek  models.  The  practice  tends 
to  sham  and  insincerity.  In  such  organizations 
as  the  Knights  of  the  Holy  Grail  and  Knights 
of  King  Arthur,  there  is  the  tendency  to  play  a 
part,  to  ape  and  mimic  and  not  to  be  sincerely 
living  the  part.  These  orders  require  each  mem- 
ber to  take  the  name  of  some  knight  or  hero, 
ancient   or  modern,   and  try  to   emulate   his 

[220] 


INTERMEDIATE  DEPAETMENT 

knightly  virtues.  It  might  be  better  to  include 
the  King  Arthur  stories  among  the  many  se- 
lections of  heroic  literature  which  are  taught 
during  this  period  than  to  make  the  King  Ar- 
thur imagery  color  all  the  interests  of  the  pe- 
riod. The  Story  Teller's  Magazine,  Vol.  I, 
contains  twelve  articles  showing  how  the  story 
of  King  Arthur  may  be  presented  to  children  of 
the  Junior  and  Intermediate  grades.  Those 
who  are  in  charge  of  organizations  based  upon 
hero  worship — imitation  of  an  example — must 
bear  in  mind  that  type  must  he  reinforced  by 
precept,  and  precept  must  be  supplemented  by 
the  cultivation  of  a  sound  moral  judgment.^ 

The  public  school  is  the  chief  democratising 
agency  in  American  life.  It  is  not  necessary 
that  the  church  should  organize  mass  clubs  for 
the  purpose  of  bringing  students  into  sympa- 
thetic relation  to  each  other.  Churches  and 
Christian  associations  often  enter  into  compe- 
tition with  the  public  schools  in  athletics  and 
social  center  activities.  Very  often  public- 
school  gj^mnasiums  are  empty  because  boys' 
secretaries  have  induced  the  public-school 
pupils  to  join  athletic  classes  connected  with 
churches  and  Young  Men's  Christian  Associa- 

^  Students  of  this  subject  should  consult  MacCunn,  The  Mak- 
ing Gf  Character,  chapter  10;  Klapper,  Principles  of  Educa- 
tional Practice,  chapter  12;  McDougal,  Social  Psychology, 
chapters  3  and  14;  Kirkpatrick,  Fundamentals  of  Child  Study, 
chapter  8;  Home,  Psychological  Principles  of  Education, 
chapter  24;  Munsterberg,  'Psychology  and  the  Teacher,  chap- 
ter 19;  Henderson,  Text-iooTc  in  the  Principles  of  Education, 
chapter  11. 

[221] 


THE  CHURCH  SCHOOL 

tions.  It  should  be  clearly  understood  that 
boys  and  girls  whose  social  and  physical  life 
are  being  adequately  cared  for  by  the  home  and 
school  should  not  be  disturbed  by  leaders  of 
association  classes  whose  chief  business  it  is  to 
minister  to  those  who  are  deprived  of  such  op- 
portunities. 

The  ideal  organization  is  a  local  homogene- 
ous group,  having  organic  connection  with  the 
church,  under  the  direction  of  a  trained  edu- 
cator. The  society  should  include  many  inter- 
ests, but  it  should  centralize  its  activity  in  a 
Bible  study  class  or  some  other  interest  defi- 
nitely related  to  the  church  or  the  church 
school.  The  Sunday  session  will  be  entirely 
religious ;  the  week-day  activities  will  be  social, 
industrial,  recreational,  etc.,  care  being  taken 
to  have  the  ideals  of  the  church  school  dominate 
the  life  of  the  week.  For  the  most  part,  the 
week-day  activities  will  relate  the  young  people 
to  the  homes  of  the  community,  and  their  ac- 
tivities will  be  but  rehearsals  preparing  them 
to  participate  in  the  actual  life  of  the  commu- 
nity in  which  they  are  reared. 

a.  Tests  of  Class  Activities,  The  class  teach- 
ers will  direct  the  greater  portion  of  the  class 
activities  through  the  organized  class,  but  there 
will  be  special  occasions  when  the  department, 
as  a  department,  will  participate  in  types  of 
expression  which  will  serve  to  weld  it  into  a 
unit  and  standardize  and  popularize  certain 
types  of  conduct. 

The  class  expression  will  be  related  to  the 

[222] 


INTERMEDIATE  DEPAETMENT 

topics  of  study  and  will  be  planned  to  deepen 
and  make  vital  the  lessons  of  the  year.  The 
following  are  conditions  which  should  attach  to 
all  class  activities  of  this  department : 

They  should  be  under  the  direct  supervision 
of  the  class  teacher,  and  so  correlated  as  to  fit 
into  the  general  purpose  of  the  year's  lessons. 

They  should  provide  for  the  largest  amount 
of  student  initiative.  The  class  should  feel  that 
it  is  their  enterprise. 

All  class  activities  affecting  the  school,  such 
as  public  programs,  dinners,  etc.,  should  have 
the  approval  of  the  Director  of  Eeligious  Edu- 
cation. 

The  work  attempted  should  be  in  every  way 
worth  while,  and  only  worthy  means  should  be 
used  to  achieve  the  end  sought. 

It  must  be  kept  in  mind  that  the  peculiar  as- 
pect of  the  religion  of  the  early  adolescent  is 
its  inner  personal  nature.  All  expressional 
work  should  serve  to  deepen  this  personal  as- 
pect of  religion.  Everything  done  by  the  pupils 
must  be  the  real  expression  of  their  own  de- 
sires and  purposes.  They  should  be  asked  to 
observe  cases  of  need,  and  allowed  to  discuss 
freely  how  and  for  what  their  money  should  go. 
It  is  not  enough  to  keep  a  class  busy  doing 
things.  The  things  they  do  must  be  selected 
with  reference  to  the  lesson  theme  of  the  year 
and  with  reference  to  the  personal  interest 
which  the  class  feels  in  the  object  of  their  ef- 
forts. 
The  various  problems  which  are  presented  to 

[  223  ] 


THE  CHURCH  SCHOOL 

the  class  in  connection  with  their  expressional 
activities  should  be  made  a  matter  of  their 
prayers  as  well  as  of  their  thought  and  action. 
When  a  committee  from  the  class  feels  the  ris- 
ing emotion  of  sympathy,  then  is  the  time  for 
prayer  for  the  needy  and  for  guidance  that  they 
may  wisely  respond  to  the  need.  Young  people 
actually  solving  problems  can  pray  real 
prayers.  This  prayer  life  must  not  be  neg- 
lected in  the  zeal  for  good  works. 

b.  A  List  of  Class  Activities,  In  Secondary 
Leaflet  No.  4,  published  by  the  International 
Sunday  School  Association,  the  following  list 
of  activities  of  Intermediate  girls  is  given  to 
show  what  varied  activities  are  possible  for 
classes  in  this  department: 

Rally  Day — Took  charge  of  all  special  day 
programs  for  school. 

Sent  missionary  box  to  Pine  Ridge  Agency 
Indians  for  Christmas. 

Sent  flowers  and  plants  to  sick  members  and 
to  hospital. 

Two  ** Howling  Success'*  socials. 

Two  home  baking  sales. 

Forty-five  dollars  to  Church  Basement  Fund. 

Five  dollars  to  United  Charities,  and  Helen 
Thompson  (fourteen  years)  elected  member 
Board  of  Directors  of  United  States. 

Gave  a  splendid  dinner  and  birthday  party 
to  one  of  their  members  who  scarcely  knew 
what  a  party  was. 

Surprised  Mrs.  Dickson,  their  teacher,  on  her 
birthday  and  brought  two  lovely  gold  spoons. 

[224] 


INTERMEDIATE  DEPARTMENT 

Took  charge  of  Deacon's  Fund  and  Book  of 
the  Presbyterian  Church  at  the  request  of  the 
pastor. 

Subscribed  for  missionary  magazine  which 
is  used  in  their  fortnightly  meetings. 

Subscribed  for  Executive  for  their  Sunday 
School  Superintendent  to  help  him  become  a 
live  wire. 

Subscribed  for  Mothers'  Magazine  for  all 
their  mothers. 

Issued  invitations  for  a  splendid  Mothers^ 
Day  service,  May  12,  had  a  packed  church,  gave 
out  twenty  dozen  carnations  to  ladies,  and  at 
the  close  gave  a  copy  of  Mothers'  Magazine  to 
each  lady. 

Two  dollars  to  buy  food  for  a  poor  family. 

Gave  a  **can  sociaP'  just  before  Thanksgiv- 
ing. Received  $11.00  and  69  cans  of  fruit  and 
vegetables.  The  day  before  Thanksgiving  they 
packed  22  baskets.  It  took  five  hours'  work 
with  a  dray  to  make  this  distribution  to  22 
families.  The  donation  included  18  loaves  of 
bread,  10  boxes  of  graham  crackers,  3  bushels 
potatoes,  35  cans  vegetables,  16  cans  fruit,  18 
jellies,  30  pounds  rice,  14  pounds  coffee,  cran- 
berries, 2  baskets  assorted  fruit,  1  box  apples, 
27  chickens,  450  pounds  flour,  2  pairs  of  shoes, 
much  warm  clothing  and  one  ton  of  coal. 

Just  been  placed  in  touch  with  Dr.  Allen  of 
India,  and  have  plans  to  help  her  with  **  waste 
material. ' ' 

Planning  more  help  for  missionaries,  Mr. 
and  Mrs.  Johnson  of  Pine  Ridge  Agency. 

[225] 


THE  CHURCH  SCHOOL 

This  suggested  list  of  activities  is  worthy  of 
commendation  if  each  item  met  the  six  condi- 
tions just  enumerated.  It  seems  hardly  pos- 
sible that  this  list  could  represent  the  normal 
program  of  one  class  for  a  single  year. 

c.  Inter-Class  and  Inter-School  Activities. 
Conditions  sometimes  arise  where  it  seems 
necessary  to  organize  independent  groups, 
taken  from  the  various  classes,  to  meet  the  spe- 
cial needs  of  pupils.  Such  are  sewing  classes 
for  certain  types  of  girls,  classes  in  personal 
hygiene  for  certain  groups  of  factory  or  shop 
boys  and  girls,  athletic  groups  for  office  or 
working  children  who  do  not  enjoy  the  public 
school  facilities.  All  such  groups  should  be  in 
charge  of  the  superintendent  of  the  department 
under  the  general  supervision  of  the  Director 
of  Religious  Education.  All  inter-school  ac- 
tivities, such  as  participation  in  athletic 
leagues,  union  services,  and  community  picnics 
should  be  in  charge  of  the  Director  of  Religious 
Education. 

7.  Organization 

a.  Departmental  superintendent.  This  offi- 
cer shall  have  general  charge  of  the  department 
with  power  to  supervise  the  devotion,  instruc- 
tion and  social  and  expressional  life  of  the 
classes  within  the  department. 

b.  Secretaries 

c.  Music  leaders 

d.  Teachers.  The  classes  in  this  department 
will  usually  consist  of  classes  of  boys  with  men 

[226] 


INTERMEDIATE  DEPAETMENT 

teachers  and  classes  of  girls  with  women  teach- 
ers, though  there  will  occasionally  be  mixed 
classes,  and  frequently  men  will  teach  girls' 
classes  and  women  will  teach  boys'  classes.  The 
question  of  efficiency  will  always  come  before 
that  of  sex. 

e.  Officers  of  organized  classes 

f.  Director  of  hoys^  and  girW  work.  In 
large  schools  it  may  be  found  necessary  to  em- 
ploy special  directors  to  supervise  the  group 
activities  of  the  boys  and  girls.  In  such  cases 
these  officers  will  work  under  the  direction  of 
the  superintendent  of  the  department. 

The  department  should  meet  as  a  unit  for  in- 
struction and  very  much  of  its  expressional  life, 
being  divided  into  boys'  and  girls'  divisions 
for  just  those  activities  which  can  best  be  man- 
aged in  segregated  groups. 

The  work  of  the  Intermediate  Societies  now 
conducted  by  separate  organizations,  and  the 
various  boys'  clubs  and  girls'  guilds,  etc.,  can 
all  be  done  more  effectively  under  the  manage- 
ment of  the  departmental  school.  Such  an  or- 
ganization enables  the  church  school  to  control 
the  expressional  activity  of  its  pupils  during 
the  critical  adolescent  years. 

The  superintendent  of  this  department 
should  have  general  direction  of  all  the  work  of 
the  department.  The  work  of  each  class  and 
each  organization  maintained  by  the  depart- 
ment should  be  planned  in  detail  and  each 
teacher  should  be  given  definite  and  explicit  in- 
struction regarding  his  particular  work  in  or- 

[227] 


THE  CHURCH  SCHOOL 

der  that  there  may  be  unity  in  the  work  of  the 
department.  Each  teacher's  work  should  be 
outlined  by  weeks  and  detailed  references 
should  be  given  to  sources  of  information  on 
the  various  topics  included  in  the  lesson.  The 
superintendent's  plan  book  should  contain  the 
program  for  the  departmental  assembly,  the 
general  plan  of  each  lesson  in  each  of  the  four 
years,  and  a  schedule  of  the  activities  of  the 
various  classes. 

Teachers'  meetings  should  be  held  weekly 
for  the  planning  of  each  week's  work  and  for 
the  study  of  books  dealing  with  the  work  of  the 
department. 

The  problem  of  new  and  supply  teachers  may 
be  solved  by  the  plan  of  cadets  discussed  in  the 
previous  chapter.  The  department  superin- 
tendent must  give  careful  attention  to  the  train- 
ing of  these  cadets.  Their  observation  work 
should  be  directed  and  their  reading  super- 
vised. 

In  order  that  the  department  superintendent 
may  keep  in  touch  with  the  work  of  each 
teacher,  each  of  them  should  be  asked  to  hand 
in  a  weekly  report  setting  forth  the  facts  in- 
dicated on  the  following  form. 

TEACHER'S   LESSON   OUTLINE 
Church  of  Christ,  Hedrick,  Iowa 

Class Teacher 

Date Hours  of  Preparation 

Department        Lesson  Number 

Year  Roll  Call Offering 

Aim  of  the  Year 

[228] 


INTERMEDIATE  DEPARTMENT 
•  •••••••• •....••«.«.•« • 

General   Subject    

Theme  of  the  Lesson  

Aim  of  this  lesson  

Outline  used  by  teacher  in  presenting  this  lesson  . . . 


(Use  Roman  figures  to  refer  to  main  points; 
Arabic  for  suh-heads.  Hand  this  report  to  the 
department  superintendent  at  the  close  of  the 
lesson  period.) 

Requiring  this  definite  information  each 
week  in  writing  cultivates  in  the  teachers  the 
habit  of  careful  and  detailed  preparation.  This 
plan  has  been  successfully  carried  out  in  small 
and  large  schools.  The  teachers  like  it.  They 
grow  when  they  are  supervised,  and  they  wel- 
come helpful  supervision.  Department  super- 
intendents will  be  surprised  when  they  learn 
how  many  hours  some  of  their  teachers  give  to 
lesson  preparation.  The  outlines  of  the  weekly 
lessons  submitted  by  the  teachers  will  ser^^e  as 
a  basis  of  helpful  criticism  in  methods  of  plan- 
ning and  presenting  the  lessons  of  the  depart- 
ment. 

8.  Equipment 
It  is  not  within  the  scope  of  this  book  to  dis- 
cuss in  detail  the  housing  of  the  church  school. 
It  is  enough  to  say  that  the  modern  church 
school    will    demand    a    new    type    of    church 

[229] 


THE  CHURCH  SCHOOL 

architecture.  The  church  school  must  be  or^ 
ganized  and  equipped  as  a  school,  and  at  the 
same  time  it  must  be  so  related  to  the  church 
itself  as  to  make  it  in  reality,  as  well  as  in 
name,  a  church  school. 

It  is  possible  to  meet  every  demand  of  the 
educator  and  yet  preserve  the  peculiar  aesthetic 
qualities  demanded  by  church  architecture. 
One  of  the  best  discussions  of  this  subject  is 
found  in  chapter  II  of  W.  W.  Smith's  *^The 
Sunday  School  of  To-day. '*  The  chapter  is 
written  by  Mr.  Charles  W.  Stoughton.  The  il- 
lustrations and  the  discussion  combine  to  make 
a  convincing  argument  for  the  newer  type  of 
church  architecture.  Building  committees 
should  have  access  to  the  following  practical 
books  on  church  and  school  architecture : 
Lawrance,  Housing  the  Sunday  School,  $2.00.  Presby- 
terian Board  of  Publication,  Philadelphia.    Valuable  for 

its  historical  treatment. 
Moore,  The  School  House,  $2.00.    Published  by  the  author, 

Joseph  A.  Moore,  State  Inspector  of  Public  Buildings, 

Boston. 
Burrage  and  Bailey,    School  Sanitation  and    Decoration, 

$1.50.     D.  C.  Heath  &  Co.,  Boston. 
Shaw,  School  Hygiene,  $1.00.     The  Macmillan  Co.,  New 

York. 

Among  the  architects  who  are  standing  for 
the  best  in  church  and  school  architecture  are 
Maurer  &  Mills,  Cleveland,  Ohio,  and  Stratton 
&  Stratton,  New  York  City.^ 

The  detailed  equipment  of  the  Intermediate 
Department  should  include  these  items : 

*  For  further  reference  see  Bihlical  World,  August,  1914,  and 
Meligious  Education,  June,  1914. 

[230] 


INTERMEDIATE  DEPARTMENT 

a.  A  department  assembly  room.  The  work 
of  this  department  cannot  be  effectively  done 
without  a  period  of  real  and  reverent  worship 
suited  to  the  needs  of  early  adolescence.  This 
requires  a  separate  assembly  room.  The  room 
should  be  beautiful,  well  lighted  and  church- 
like, so  that  the  atmosphere  of  worship  will  be 
easily  secured. 

b.  Separate  classrooms.  These  rooms  should 
be  beautiful,  artistically  decorated  and  scrupu- 
lously clean.  The  windows  should  be  of  clear 
glass  and  so  arranged  that  the  light  will  enter 
from  the  rear  or  left  of  the  pupils.  It  must  be 
kept  in  mind  that  these  are  schoolrooms.  Ven- 
tilation of  separate  classrooms  is  a  difficult  but 
important  matter.  The  working  rule  for  public 
schools  is:  for  each  pupil  in  a  room  there 
should  be  three  square  feet  of  window  space; 
fifteen  square  feet  of  floor  space ;  200  cubic  feet 
of  air  space,  and  the  air  should  be  changed  ev- 
ery seven  minutes.  Even  greater  care  should 
be  taken  of  the  classrooms  of  the  church  school. 

c.  Well-chosen  pictures  on  the  classroom 
walls.  Chapter  VII  in  Burrage  and  Bailey, 
** School  Sanitation  and  Decoration,''  gives 
helpful  suggestions  on  framing  and  hanging 
pictures. 

d.  Adequate  blackboard  space.  The  black- 
board is  essential  to  good  teaching,  and  no 
classroom  should  be  without  one.  When  black- 
boards are  built  in  the  walls,  they  should  be 
three  feet  high  in  the  lower  grades  and  three 
and  a  half  to  four  feet  high  in  the  upper  grades, 

[231] 


THE  CHURCH  SCHOOL 

In  the  Beginners'  and  Primary  Departments 
they  should  be  set  two  feet  four  inches  above 
the  floor,  and  in  the  Junior  and  Intermediate 
Departments  three  feet  above  the  floor.  A 
chalk  and  eraser  receiver  should  be  placed  be- 
low the  blackboard.  The  blackboards  and  chalk 
trays  should  be  cleaned  after  each  session  of 
the  school. 

e.  Bookcases  for  reference  hooks  and  cabi- 
net for  supplies.  The  material  used  by  the 
class  must  be  properly  classified,  and  always 
kept  clean  and  in  order. 

f.  American  Revised  Bibles  for  class  use. 

g.  Work  tables  for  map  drawing  and  hand 
ivork,  with  chairs  to  match.  The  color  of  both 
should  fit  into  the  color  scheme  of  the  room. 
The  Moulthrop  combination  chair  and  desk  is 
to  be  preferred  to  tables  and  separate  chairs. 

h.  Stereographs  and  stereoscopes^  maps, 
charts  and  models.  A  classified  list  of  these 
supplies  is  given  in  Chapter  VII.  Most  of  this 
material  is  adapted  to  the  needs  of  this  depart- 
ment. 

9.  Pkogram 

The  program  for  the  exercises  of  this  depart- 
ment should  consist  of  three  parts,  as  follows : 

a.  A  period  of  real  and  reverent  worship. 
There  is  great  value  in  having  high-school  boys 
a.  Period  of  ^^^  glrls  pray  and  sing  together. 
Worship  ijij^g  service  should  be  suited  to  the 

experiences  and  needs  of  young  people  of  high- 
school  age,  and  there  must  be  absolutely  no  af- 

[232] 


INTERMEDIATE  DEPARTMENT 

fectation  or  sham  about  the  service.  Sincerity 
and  worth-whileness  must  stamp  the  entire  ex- 
ercise. The  atmosphere  of  reverence  should  be 
created  and  maintained.  All  who  attend  should 
be  expected  to  participate  in  the  service.  The 
class  teachers  should  be  in  this  service,  leading 
and  giving  direction  to  the  program.  All  tend- 
encies toward  disorder  should  be  immediately 
suppressed.  Tact  and  courtesy  must  be  com- 
bined with  firmness. 

This  part  of  the  service  is  not  for  the  purpose 
of  entertaining  children.  It  is  conducted  for 
the  purpose  of  leading  children  in  sincere  and 
reverent  worship  of  God.  The  following  order 
of  service  is  suggested: 

(1)  Voluntary 

(2)  Department  announcements  and  reports. 
All  business  should  be  out  of  the  way  before 
the  worship  service  begins. 

(3)  Song 

(4)  Offertory.  The  pupils  of  this  depart- 
ment should  be  provided  with  collection  enve- 
lopes like  those  used  at  the  regular  church 
services.  This  is  their  contribution  toward 
the  regular  expenses  of  the  church.  Emphasis 
should  be  placed  on  regularity  of  giving  rather 
than  on  the  amount  given.  The  purpose  is  not 
to  raise  money  to  pay  the  expenses  of  the 
church  school;  it  is  to  teach  young  people  to 
contribute  regularly  toward  the  expenses  of 
their  school  and  church. 

(5)  Song 

[233] 


THE  CHURCH  SCHOOL 

(6)  Brief  address,  responses  from  classes,  or 
special  music  prepared  for  the  occasion 

(7)  Song 

(8)  Brief  closing  prayer  by  leader  or  school. 
Classes  now  march  quietly  to  their  classrooms.' 

b.  A  period  of  instruction  in  Christian  knowl- 
edge. The  Bible  is  the  textbook  for  this  period, 
b.  Period  of  ^^^  ^^^  school  should  own  enough 
Instruction  copies  of  the  American  Revised 
Version  of  the  Bible  to  supply  each  pupil  with 
a  copy  for  class  use.  These  Bibles  should  be 
kept  in  the  classrooms.  There  is  no  virtue  in 
children  carrying  their  Bibles  to  and  from  the 
church  school;  the  virtue  is  in  the  use  of  the 
Bibles  in  the  class,  and  in  the  study  of  their  own 
Bibles  at  home. 

The  following  order  of  exercise  is  suggested 
for  the  class  study  period : 

(1)  Roll  call 

(2)  Class  announcements  and  class  reports. 
This  should  be  brief.  No  class  business  should 
be  done  during  this  period.  Class  business 
meetings  may  be  held  on  week-day  evenings. 

(3)  A  brief  prayer  creating  the  proper  at- 
mosphere for  the  reverent  study  of  God^s 
Word. 

(4)  The  teaching  of  the  day^s  lesson.  Not  a 
single  minute  should  be  taken  to  discuss  week- 
day activities,  athletics,  ** hikes,''  parties,  etc. 
The  teacher  should  go  at  once  to  the  lesson. 

^  See  Winchester,  Worship  and  Song,  and  Shepardson  and 
Jones,  Scripture  and  Song  in  Worship  for  suggestive  orders  of 
service  for  this  department. 

[234] 


INTERMEDIATE  DEPARTMENT 

The  class  must  be  held  together  by  the  content 
of  the  lesson,  not  by  class  organization  or  other 
external  bands.  The  lesson  itself  must  be  made 
worth  while,  and  the  interest  in  subject  matter 
must  be  such  that  pupils  will  return  from  Sun- 
day to  Sunday  because  they  get  value  received 
for  their  time  and  energy  within  the  class.  The 
chief  incentive  for  class  attendance  must  be  a 
lesson  well  taught.  Class  organization  has  its 
place,  but  it  is  a  minor  place.  This  being  true, 
the  teacher  must  be  provided  with  adequate  il- 
lustrative material  to  make  the  lesson  vivid  and 
concrete.  These  same  pupils  are  studying  an- 
cient history  in  the  high  schools  under  college- 
trained  teachers  who  have  adequate  library 
equipment ;  if  they  are  ever  to  learn  Jewish  his- 
tory they  must  learn  it  now  under  teachers  who 
know  their  subject  matter  thoroughly  and  who 
know  how  to  teach  it  with  power  and  how  to  re- 
late biblical  history  to  the  history  which  is  be- 
ing learned  in  the  public  school.  What  we  need 
is  brains  within  the  classroom,  not  bands 
around  the  class.  We  must  ask  for  prepared 
teachers  and  demand  that  students  study  their 
Bible  lesson  as  they  study  their  lessons  for  the 
public  school. 

(5)  Brief  closing  prayer  by  teacher  or  class 
c.  A  period  of  training  in  and  for  Christian 
service.  The  group  benevolences  discussed  un- 
c.  Period  of  ^^^  ^^^  topic  *  *  Exprcssional  Activ- 
Expression  ities "  YD.  tMs  chapter  have  their 
place  in  the  Sunday  program  of  the  church 
school.    In  addition  to  this  expressional  work, 

[235] 


THE  CHURCH  SCHOOL 

this  period  may  be  used  to  teach  the  students 
the  history  and  meaning  of  the  great  church 
hymns,  to  create  an  intelligent  appreciation  for 
the  great  religious  masterpieces  and  to  explain 
the  significance  of  the  ordinances  and  ritual 
of  the  church. 

It  is  desirable  that  these  three  periods  be 
united  into  one  exercise  of  from  one  hour  and  a 
half  to  two  hours.     Allowing  one  hour  and  a 
half  for  the  church  school,  the  Sunday  morning 
program  of  Intermediate  pupils  would  be  as 
follows : 
9 :  30-  9 :  50 — Departmental  worship 
9 :  50-10 :  20 — Period  of  instruction 
10 :  20-10 :  50 — Period  of  expressional  work 
10 :  50-11 :  00— Recess 

11 :  00-12 :  00  or  12 :  15 — Regular  church  service 
The  third  part  of  this  program  will  take  the 
place  of  the  Intermediate  Societies  which  now 
meet  under  separate  management.  There  may 
be  special  midweek  meetings  of  the  classes  for 
various  purposes,  but  the  department  will  sel- 
dom Eteed  to  call  an  extra  assembly. 

CLASSIFIED  BOOK  LISTS  FOR  THE 
INTERMEDIATE  DEPARTMENT 

1.  Refekence  Books  foe  Intermediate 
Teachers 

Teachers^  texts  of  all  graded  courses 

Mark,  The  Unfolding  of  Personality,  $1.00.     University  of 

Chicago  Press,  Chicago. 
Bagley,   Classroom  Management,   *$1.25.     The  Macmillan 

Co.,  New  York. 

[  236  ] 


INTERMEDIATE  DEPARTMENT 

Hall,  From  Youth  into  Manhood,  50c.    Association  Press, 

New  York. 
Slattery,  The  Girl  in  Her  Teens,  *50c.    The  Pilgrim  Press, 

Boston,  Mass. 
Hastings,  Dictionary  of  the  Bible,  $5.00.     Charles  Scrib- 

ner's  Sons,  New  York. 
Kent,  History  of  the  Hebrew  People,  (two  volumes),  $1.25 

each,    History   of   the  Jewish   People,    $1.25.      Charles 

Scribner's  Sons,  New  York. 
Stewart,  The  Land  of  Israel,  $1.25.     Fleming  H.  Revell 

Co.,  New  York. 
Calkin,    Historical    Geography    of    Bible    Lands,    *$1.00. 

Presbyterian  Board  of  Publication,  Philadelphia. 
Mackie,  Bible  Manners   and   Customs,    75c.     Fleming  H. 

Revell  Co.,  New  York. 
Chamberlin,  The  Hebrew  Prophets,  *$1.00.     University  of 

Chicago  Press,  Chicago. 
Sisson,    The  Essentials  of  Character,    *$1.00.     The  Mac- 

millan  Co.,  New  York. 
Sanday,  Outlines  of  the  Life  of  Christ,  50c.    Charles  Scrib- 

ner's  Sons,  New  York. 
Singleton,    Great  Pictures    Described   by    Great   Writers, 

$1.60.     Dodd,  Mead  &  Co.,  New  York. 
Shepardson  and  others.  Scripture  and  Song  in  Worship, 

*40c.    University  of  Chicago  Press,  Chicago. 
Mathews,  A  History  of  New  Testament  Times  in  Palestine, 

*$1.00.    The  Macmillan  Co.,  New  York. 
Seignobos,  History  of  Ancient  Civilization,  *$1.25.  Charles 

Scribner's  Sons,  New  York. 
Paton,  Jerusalem  in  Bible   Times,   *$1.00.     University  of 

Chicago  Press,  Chicago. 
King,   The  High  School  Age,  $1.00.      Bobbs-Merrill    Co., 

Indianapolis,  Ind. 

2.  Books  for  Parents  of  Intermediate  Boys 

AND  Girls 

Coe,  Education  in  Religion  and  Morals,  *$1.35.     Fleming 
H.  Revell  Co.,  New  York. 

MacCunn,   The  Making  of  Character,  *$1.25.     The  Mac- 
millan Co.,  New  York. 

[237] 


THE  CHUECH  SCHOOL 

Jordan,  The  Crown  of  Individuality,  •$1.00.     Fleming  H. 

Revell  Co.,  New  York. 
Reisner,  Social  Plans  for  Young  People,  *75c.     Methodist 

Book  Concern,  New  York. 
Latimer,    Girl  and  Woman,  $1.50.     D.  Appleton  &    Co., 

New  York. 
Zenner,    Education   in  Sexual    Physiology  and    Hygiene, 

•$1.00.     Stewart  &  Kidd  Co.,  Cincinnati,  Ohio.  ' 
Galloway,  Biology  of  Sex  for  Parents  and  Teachers,  75c. 

D.  C.  Heath  &  Co.,  Boston. 

3.  Books  for  Intermediate  Boys  and  Girls 

Cabot,  Everyday  Ethics,  $1.25.     Henry  Holt  &  Co.,  New 

York. 
Everett,   Ethics   for   Young   People,    *50c.      Ginn   &    Co., 

Boston. 
Gulick,  The  Efficient  Life,  *$1.20.    Doubleday,  Page  &  Co., 

Garden  City,  N.  Y. 
Jenks,  Life  Questions  of  High  School  Boys,  40c.     Asso- 
ciation Press,  New  York. 
Lamed,  A  Primer  of  Bight  and  Wrong,  *70c.     Houghton, 

Mifflin  Co.,  Boston. 
Munger,  On  the  Threshold,  $1.00.     Houghton,  Mifflin  Co., 

Boston. 
Parton,  Captains  of  Industry,  or  Men  of  Business  Who 

Did  Something  Besides  Making  Money,  2  volumes,  $1.25 

each.     Houghton,  Mifflin  Co.,  Boston. 
Phillips,   Old   Tales  and  Modern  Ideals,    *$1.00.     Silver, 

Burdett  &  Co.,  New  York. 
Sharp,  Success:  A  Course  in  Moral  Instruction  for    the 

High  School,  (Gratis) University  of  Wisconsin,  Madison, 

Wis. 
Smiles,  Self  Help,  *60c.     American  Book  Co.,  New  York. 
Wingate,  What  Shall  Our  Boys  Do  for  a  Living?  *$1.00. 

Doubleday,  Page  &  Co.,  Garden  City,  N.  Y. 
Conwell,  Manhood's  Morning,  *$1.00.     Vir  Publishing  Co., 

Philadelphia. 
Caffin,  A  Guide  to  Pictures,  *$1.25.     Doubleday,  Page  & 

Co.,  Garden  City,  N.  Y. 

[238] 


INTERMEDIATE  DEPARTMENT 

Mason,  A  Guide  to  Music,  •$1.25.    Doubleday,  Page  &  Co., 

Garden  City,  N.  Y. 
Hamlin,  Pictures  from  English  Literature,  *60c.     Educa- 
tional Publishing  Co.,  Chicago. 
Home  and  Scobey,  Stories  of  Great  Artists,  *40c.    Ameri- 
can Book  Co.,  New  York. 
Scobey    and    Home,    Stories    of    Great    Musicians,    *40c. 

American  Book  Co.,  New  York. 
Cody,  The  World's  Great  Orations,  *$1.00.    A.  C.  McClurg 

&  Co.,  Chicago. 
Harding,    Greek   Gods,    Heroes  and    Men,    *50c.     Scott, 

Foresman  &  Co.,  Chicago. 
Guerber,  Story  of  the  Greeks,  *60c.     American  Book  Co., 

New  York. 
Guerber,  Myihs  of  Greece  and  Rome,  *$1.50.     American 

Book  Co.,  New  York. 
Hall,  Men  of  Old  Greece,    $1.50.     Little,  Brown  &    Co., 

Boston. 
Guerber,  Legends  of  the  Bhine,  *$1.50.     A.  S.  Barnes  & 

Co.,  New  York. 
Tappan,  In  the  Days  of  Alfred  the  Great,  $1.00.   Lothrop, 

Lee  &  Shepard  Co.,  Boston. 
Brooks,  The  Story  of  the  ^neid,  $1.00.     Penn  Publishing 

Co.,  Philadelphia. 
Brooks,  The  Story  of  the  Iliad,  $1.00.     Penn  Publishing 

Co.,  Philadelphia. 
Brooks,  The  Story  of  King  Arthur,  $1.00.     Penn  Publish- 
ing Co.,  Philadelphia. 
Brooks,  The  Story  of  Siegfried,  $1.00.     Ptnn  Publishing 

Co.,  Philadelphia. 
Parkman,  The  Oregon  Trail,  $1.00.     Little,  Brown  &  Co., 

Boston. 
Johnston,  The  Private  Life  of  the  Romans,  *$1.50.     Scott, 

Foresman  &  Co.,  Chicago. 
Dale,  Heroes  and  Greathearts,  and  Their  Animal  Friends, 

60c.    D.  C.  Heath  &  Co.,  Boston. 
Parkman,  The  Struggle  for  a  Continent,  *$1.50.     Little, 

Brown  &  Co.,  Boston. 
Johnson,  The  World's  Discoverers,  $1.50.    Little,  Brown  & 

Co.,  Boston, 

[239] 


THE  CHURCH  SCHOOL 

Johnson,  The  French  Pathfinders  in  North  America,  $1.50. 
Little,  Brown  &  Co.,  Boston. 

Brooks,  The  Story  of  the  Nineteenth  Century,  $1.50.  Loth- 
rop,  Lee  &  Shepard  Co.,  Boston. 

Morse,  (pamphlets)  Basket  Making,  Three  Hundred  De- 
signs for  Bead  Work,  Embroidery,  Venetian  Iron  Work, 
Pyrography  and  Flemish  Carving,  Bead  Work,  Chip 
Carving,  25c.  each.    Artcraft  Institute,  Chicago. 

Miller,  (pamphlet)  The  Construction  and  Flying  of 
Kites,  20c.    Manual  Arts  Press,  Peoria,  111. 

Windsor,  Mission  Furniture;  How  to  Make  It;  2  parts, 
25c.  each.    Popular  Mechanics  Co.,  Chicago. 

Hall,  The  Young  Electrician,  *$1.50.  The  Macmillan  Co., 
New  York. 

Miller,  Outdoor  Sports  and  Games;  Archer,  Needlecraft; 
Woodhull,  Electricity  and  Its  Everyday  Uses;  Hodgson, 
Mechanics  Indoors  and  Out;  Foster,  Carpentry  and 
Woodwork;  Sleffel,  Working  in  Metals;  Oilman,  House- 
keeping; Warner,  Home  Decoration  in  Children's  Li- 
brary of  Work  and  Play,  10  volumes,  $17.50.  Double- 
day,  Page  &  Co.,  Garden  City,  N.  Y. 

Howden,  The  Boys'  Book  of  Locomotives,  $1.75.  Frederick 
A.  Stokes  Co.,  New  York. 

Beard,  The  Outdoor  Handy  Book,  $2.00.  Charles  Scrio- 
ner's  Sons,  New  York. 

Three  Hundred  Things  a  Bright  Boy  Can  Do,  *$2.00.  J  B. 
Lippincott  Co.,  Philadelphia. 

Kelley,  Three  Hundred  Things  a  Bright  Girl  Can  Oo, 
$1.75.    Dana,  Estes  &  Co.,  Boston. 

Beard,  The  American  Boy's  Handy  Book,  $2.00.  Charles 
Scribner^s  Sons,  New  York. 

Collins,  The  Boys'  Book  of  Model  Aeroplanes,  **$1.20. 
Century  Co.,  New  York. 

Beard,  Recreation  for  Girls,  $2.00.  Charles  Scribner's 
Sons,  New  York. 

Beard,  The  Field  and  Forest  Handy  Book,  $2.00.  Charles 
Scribner's  Sons,  New  York. 

Beard,  Things  Worth  Doing  and  How  to  Do  Them,  $2.0O. 
Charles  Scribner's  Sons,  New  York. 

[240] 


INTERMEDIATE  DEPAETMENT 

Walton,  A  Hermit's  Wild  Friends,  $2.00.    Dana,  Estes  & 

Co.,  Boston. 
Brearley,  Animal  Secrets  Told,  $1.50.    Frederick  A.  Stokes 

Co.,  New  York. 
Laughter,   Operators'   Wireless   Telegraph  and   Telephone 

Hand-Book,  $1.00.     F.  J.  Drake  &  Co.,  Chicago. 
Sabin,  Bar  B  Boys,  or  The  Young  Cow  Punchers,  $1.50. 

T.  Y.  Crowell  Co.,  New  York. 
Sabin,  Circle  K,  or  Fighting  for  the  Flock,  $1.50.     T.  Y. 

Crowell  Co.,  New  York. 
Sabin,   Range   and    Trail,   or  The   Bar   B's    Great   Drive, 

$1.50.    T.  Y.  CroweU  Co.,  New  York. 
Martin,  The  Friendly  Stars,  *$1.25.     Harper  &  Brothers, 

New  York. 
Blanchan,     Nature's     Garden     (Wild     Flowers),     *$3.00. 

Doubleday,  Page  &  Co.,  Garden  City,  N.  Y. 

(For  listing  of  classics  which  should  be  taught  to  Inter- 
mediate students,  see  Proceedings  of  N.  E.  A.,  1899,  pp. 
484-487.) 

4.  Books  Helpful  to  Teachees  in  Eecommend- 
ING  Suitable  Reading  to  Intermediate 
Pupils 

Hewins,  Books  for  Boys  and  Girls,  15c.  American  Li- 
brary Association,  Boston. 

Children's  Reading:  A  catalogue  compiled  for  the  home 
libraries  and  reading  clubs  conducted  by  the  children's 
department  of  the  Carnegie  Library  of  Pittsburgh,  25c. 
Carnegie  Library,  Pittsburgh. 

Field,  Fingerposts  to  Children's  Reading,  *$1.00.  A.  C. 
McClurg  &  Co.,  Chicago. 

Colby,  Literature  and  Life  in  School,  *$1.25.  Houghton, 
Mifflin  Co.,  Boston. 

Griswold,  A  Descriptive  List  of  Books  for  the  Young.  W. 
M.  Griswold,  publisher,  Cambridge,  Mass. 

Hanna,  "One  Hundred  Books  of  Unqualified  Value  for 
High  School  Students  to  Read,"  Proceedings  N.  E.  A., 
1899,  pp.  486-487. 

[241] 


THE  CHURCH  SCHOOL 

Abbott,  "The  Reading   Tastes  of  High   School  Pupils/' 

School  Review,  vol.  10,  pp.  585-600,  October,  1902. 
Aley,  "Books  and  High  School  Pupils,"  Proceedings  N.  E. 

A.,  1909,  pp.  844-48. 
Dorey,  "What  Are  High-School  Pupils  Reading?"    School 

Review,  vol.  15,  pp.  299-301,  April,  1907. 
Matthews,  Brander,  "Books  and  Boys,"  Independent,  vol. 

67,  pp.  1117-19,  November  18,  1909. 
Stearns,  "The  Problem  of  the  Girl,"  Library  Journal,  1906, 

vol.  31,  p.  103. 
Baker  and  Abbott,  A  Bibliography  of  Children's  Reading, 

50c.    Teacher^s  College,  Columbia  University,  New  York. 

5.  Religious  Art  for  Intermediate  Grades 
Man  with  a  Hoe,  Millet 
Christ  in  Gethsemane,  Hofmann 
Apollo  Belvidere,  Head 
Moses,  Michelangelo 
St.  Mark's  Cathedral,  Venice 
The  Assumption  of  the  Virgin,  Titian 
Mona  Lisa,  Da  Vinci 
The  Dance  of  the  Nymphs,  Corot 
Sir  Galahad,  Watts 

Christ  and  the  Rich  Young  Ruler,  Hofmann 
The  Last  Supper,  Da  Vinci 
The  Angelus,  Millet 
Frieze  of  the  Prophets,  Sargent 
Delphic  Sibyl,  Michelangelo 
Angels,  Forli 

The  SouPs  Awakening,  Sant 
Breaking  Home  Ties,  Hovenden 
The  Appian  Way 
Roman  Forum 
Acropolis  and  Parthenon 
Isle  of  Philae  and  Pharaoh's  Bed 
Pantheon 

Sphinx  and  Pyramids 
Mosque  of  Omar,  Jerusalem 
Panoramic  View  of  Jerusalem 

[242] 


INTERMEDIATE  DEPARTMENT 

6.  Art  Companies  fbom  Which  Repkoductions 
May  be  Obtained 

Publishers  of  one,  two  and  five  cent  pictures: 

Perry  Pictures  Co.,  Maiden,  Mass. 

George  P.  Brown  &  Co.,  Beverly,  Mass. 

W.  A.  Wilde  Co.,  Boston,  Mass. 
Publishers  of  larger  pictures: 

Cosmos  Picture  Co.,  119  W.  25th  St.,  New  York,  N.  Y. 

Manz  Engraving  Co.,  Chicago,  111. 

Scharf  Brothers,  1547  E.  67th  St.,  Chicago,  111. 

A.  W.  Elson  &  Co.,  146  Oliver  St.,  Boston,  Mass. 

Braum  &  Co.,  256  Fifth  Ave.,  New  York,  N.  Y. 

Berlin  Photographic  Co.,  14  E.  23rd  St.,  New  York,  N.  Y. 


[243] 


CHAPTER  IX 
THE  SENIOR  DEPARTMENT 

1.  Scope 

This  department  includes  young  people 
seventeen,  eighteen,  nineteen  and  twenty  years 
of  age. 

2.  The  Nature  of  Senior  Pupils 

The  first  two  years  of  the  Senior  Department 
cover  the  period  of  middle  adolescence,  when 
the  emotional  nature  is  at  white  heat;  the  sec- 
ond two  years  cover  the  first  third  of  the  period 
of  later  adolescence,  at  which  time  occurs  the 
reconstruction  of  one^s  thought  system. 

Physical  growth  ceases  in  the  early  part  of 
this  period  and  the  physical  energy  is  set  loose 
for  labor.  These  are  the  years  when  the 
trained  athlete  is  at  his  best.  Likewise  intellec- 
tual energy  is  set  free  and  the  reason  and  the 
will  are  intensely  active.  The  list  of  great 
youths  given  by  Conwell'  shows  the  genius 
which  is  potential  in  the  young  men  and  women 
of  this  age. 

3.  Determining  Factors  in  the  Senior  Years 

The  conversions  at  the  beginning  of  this  pe- 
riod are  of  the  emotional  type,  while  those  at 

*  Manhood 's  Morning,  chapter  3. 

[244] 


SENIOR  DEPARTMENT 

the  close  of  the  period  are  of  the  practical 
^..    ,.         type,    who    have    either    reasoned 

a.  The    Danger      ''  *^    ' 

Line  in  away    their    doubts    or    who    have 

concluded  that  they  need  religion 
as  a  part  of  their  equipment  for  a  successful 
life. 

The  cases  of  conversion  studied  by  Coe, 
Starbuck  and  Hall  show  that  the  last  prominent 
wave  of  conversion  comes  at  twenty.  Only  one- 
sixth  of  the  conversions  come  after  that  age, 
and  a  careful  student  has  stated  that  the 
chances  are  a  thousand  to  one  against  conver- 
sion after  thirty.  Every  energy  of  the  church 
should  be  directed  toward  securing  a  consecra- 
tion of  the  life  to  God  before  the  close  of  the 
Senior  period.  A  failure  to  convert  the  young 
person  at  this  time  is  practically  to  give  up 
hope  of  ever  again  arousing  an  interest  in  per- 
sonal religion — the  heart  is  hardened,  the  die  is 
cast  and  a  life  is  lost  to  God. 

This  is  the  period  when  emotion  becomes 
sentiment.  It  is  the  time  of  romance.  Attrac- 
u   A  ^-       .    tion  for  the  opposite  sex  now  causes 

b.  A    Time   of       .  .        ,-^^ 

|ejjtiment  and  lutcrests  m  drcss,  etiquette,  and  the 
graces  of  polite  society  to  develop. 
This  is  the  time  to  awaken  the  nobler  senti- 
ments of  patriotism  and  religion.  Lest  the 
child  go  through  life  emotionally  maimed  and 
crippled,  cold,  dull,  and  emotionally  unrespon- 
sive, the  period  should  not  be  allowed  to  pass 
without  awakening  the  deepest  sentiments  and 
letting  them  find  expression  in  song,  art  appre- 
ciation,  literature,    the    drama,    and   reverent 

[245] 


THE  CHURCH  SCHOOL 

worship,  care  being  taken  not  to  produce  mor- 
bidness by  over-stimulation. 

The  religious  nature  is  enriched  by  the  culti- 
vation of  the  human  affections,  and  the  church 
can  well  afford  to  direct  its  energies  to  creating 
those  conditions  which  favor  normal  love-mak- 
ing and  mating.  The  instinct  to  found  a  home 
and  live  for  one 's  family  is  sacred,  and  the  care 
and  interest  of  the  church  should  be  round 
about  the  youth  at  the  mating  time,  safeguard- 
ing them  from  danger  and  cultivating  the  high- 
est ideals  of  marriage,  home  and  parenthood. 
Every  new  home  established  should  have 
the  benediction  of  the  church  and  the  new 
family  should  be  received  into  the  warm 
and  loving  fellowship  of  the  homes  in  the 
congregation. 

The  proverbial  **wild  oats''  period  comes  at 
the  close  of  the  Senior  period.  Physical  growth 
c.  The  Period  stops  at  scveuteen  or  eighteen  and 
of  "Wild  Oats"  ^]^Q  energy  which  has  been  engaged 
in  building  the  body  is  now  liberated  and  is 
**free  energy''  demanding  something  to  do.  It 
should  be  harnessed  to  a  load — given  some 
work  to  do.  If  left  without  direction  it  may 
seek  expression  in  non-social  and  illegitimate 
directions.  The  sowing  of  wild  oats  is  not  a 
normal  or  instinctive  mode  of  living  the  later 
adolescent  years.  Society  owes  it  to  itself  and 
to  the  youth  to  give  them  wise  direction  during 
these  years.  The  movement  toward  vocational 
guidance  is  one  of  the  signs  that  the  youth  of 
the  future  will  not  be  left  to  have  his  ** fling" 

[246] 


SENIOR  DEPARTMENT 

with  passion  and  undirected  physical  and  men- 
tal energy. 

In  the  very  midst  of  his  craving  for  a  wider 
and  richer  social  life,  there  arises  a  desire  for 
a  more  definite  and  specialized  in- 
^^^eection  dividual  life,  and  from  the  many 
Concentration  ij^tcrests  of  early  adolescence  the 
individual  now  selects  those  to  which  he  is  to 
give  his  personal  energy.  He  selects  a  calling, 
and  in  doing  so  recognizes  his  own  individual 
independence  of  choice  and  at  the  same  time 
recognizes  his  relation  to  society.  In  select- 
ing his  own  calling,  mode  of  life,  attitude 
toward  social  institutions,  etc.,  divergences 
appear,  and  it  is  this  difference  between 
individuals  which  is  an  important  characteris- 
tic of  the  period  from  the  standpoint  of  the  ed- 
ucator. It  suggests  at  once  that  the  group 
method  of  handling  young  people  must  be  modi- 
fied to  allow  for  individual  freedom  and  choice. 

For  a  very  large  percentage  of  young  people, 
this  period  is  the  time  of  transition  from  eco- 
e.  Breaking  nomic  dependence  to  self-support. 
Home  Ties  Mauy  Icavc  home  and  establish  new 
associations;  many  who  still  remain  at  home 
begin  to  pay  toward  the  upkeep  of  the  home  as 
soon  as  they  become  wage-earners,  and  this 
brings  with  it  a  sense  of  independence.  Many 
young  people  who  do  not  go  to  work  are  sent  to 
college,  and  find  themselves  cut  loose  from  old 
anchorages  just  when  the  temptations  of  life 
are  most  subtle  and  most  numerous. 

Continuation  schools  will  delay  the  time  of 

[247] 


THE  CHUECH  SCHOOL 

departure  for  college,  the  institutional  church 
may  give  a  better  substitute  for  home  life  than 
clubs  and  fraternities,  but  both  the  church  and 
the  state  must  devise  ways  and  means  of  saving 
the  young  from  the  dangers  of  moral  and  spir- 
itual death  when  they  are  transplanted  into  the 
stony  soil  of  economic  life. 

The  special  dangers  to  religion  because  of 
these  conditions  are : 

Loss  of  connection  with  religious  agencies 
because  of  new  environment. 

Absorption  in  new  work. 

Financial  success  which  tends  to  destroy  a 
sense  of  the  need  of  God. 

The  influence  of  non-religious  companions. 

The  growing  tendency  to  doubt. 

The  dividing  of  interests  with  many  other 
clubs,  societies,  etc.,  which  demand  portions  of 
the  young  people's  time. 

The  church  must  overcome  all  these  unfavor- 
able influences  and  make  sure  that  the  young 
people  do  not  lose  their  God  by  forgetting  him. 

The  closing  years  of  the  Senior  period  are 
usually  marked  by  a  period  of  doubt.  The  age 
f.  The  Period  ^^  independent  thinking  has  come, 
of  Doubt  ijij^is  ig  the  time  of  deliberation,  re- 

flection and  analysis.  Few  have  very  serious 
religious  difficulties,  but  some  of  the  more  ra- 
tionally minded  have  serious  struggles  with 
their  faith.  There  are  two  methods  of  han- 
dling the  doubts  of  this  period. 

First,  engage  the  doubter  in  active  service 
for  humanity,  and  make  sure  that  his  moral 

[248] 


SENIOR  DEPAETMENT 

conduct  is  not  broken  down  by  his  doubts. 
Keep  up  the  social  groups  and  throw  around 
the  doubter  a  wall  of  those  who  have  faith. 

Second,  meet  the  doubter's  questions  frankly 
and  honestly — do  not  dodge  or  hedge.  Instead 
of  trying  to  meet  each  detail  of  argument,  open 
up  the  horizon  and  reveal  whole  realms  of  truth 
which  had  been  before  unknown  to  the  doubter. 
Enlarge  his  vision  and  discuss  with  him  the 
fundamental  truths  of  life.  The  doubt  proba- 
bly arose  because  he  failed  to  find  reality  where 
he  had  been  told  it  was.  This  wider  outlook 
will  enable  him  to  discover  reality  again  in  a 
new  and  bigger  world.  The  antidote  of  doubt 
is  instruction  given  by  a  teacher  who  has  a  per- 
sonal sympathy  for  the  doubter.  Teachers  of 
Senior  pupils  must  drink  deeply  at  the  fountain 
of  knowledge  and  be  much  at  the  ^  throne  of 
grace ' '  that  they  may  be  prepared  in  mind  and 
heart  to  meet  the  needs  of  the  young  men  and 
women  who  come  to  them  asking  that  their 
doubts  be  solved. 

4.  The  Nature  of  the  Senior  Curriculum 

The  material  for  the  first  two  years  must  be 
selected  with  a  view  to  deepening  religious 
a.  First  Two  Sentiment.  The  fatherhood  of  God 
Years  qj^^  ^j^g  brotherhood  of  man  must 

be  stressed  during  these  years. 

The  great  love  stories  of  the  Bible  have  their 
place  here.  This  will  include  the  stories  of  Euth 
and  Esther,  David  and  Jonathan,  and  above  all 
the  great  love  story  of  Jesus  Christ.    The  inner 

[249] 


THE  CHUECH  SCHOOL 

side  of  these  lives  must  be  presented.  The  in- 
terest now  is  in  sacrifice  and  service  for  others. 
Missionary  biography  and  adventure  also  have 
their  place  in  these  years,  as  do  stories  of  men 
and  women  in  history  who  have  lost  their  lives 
in  service  for  others. 

The  course  would  logically  follow  some  such 
order  as  the  following: 

(1)  The  great  love  stories  of  the  Bible,  de- 
signed to  deepen  religious  sentiment,  the  two 
great  thoughts  being  the  fatherhood  of  God  and 
the  brotherhood  of  man. 

(2)  Missionary  biography,  showing  how  men 
and  women  have  carried  the  message  of  Christ 
to  the  uttermost  parts  of  the  earth. 

(3)  Lives  of  men  and  women  in  history  and 
in  our  own  time  who  have  lost  their  lives  for 
others. 

(4)  These  studies  lead  naturally  to  the  great 
personal  question,  *^In  what  occuption  or  pro- 
fession may  /  best  lose  my  life  for  others?*' 
This  leads  to  a  study  of  the  world  as  a  field  for 
service  to  humanity  through  the  various  trades 
and  professions. 

These  years  are  marked  by  reflectiveness 
and  sober  judgment.  The  student  is  assuming 
b.  Second  Two  ^^  duties  of  citizeuship  and  facing 
Years  ^jjg  problems  of  self-support.    The 

need  of  the  period  is  the  cultivation  of  a  wider 
outlook  on  life,  that  conclusions  may  not  be 
reached  with  too  narrow  a  background.  In  re- 
ligious matters  there  is  need  of  a  more  com- 
prehensive view  of  religious  history  and  the 

[250] 


SENIOR  DEPARTMENT 

broad  philosophy  of  Christianity.  In  breadth 
of  vision  there  will  come  the  resolution  of 
doubts  born  of  a  limited  experience. 

The  topics  of  study  for  these  years  should 
include  the  following : 

(1)  History  of  Israel. 

(2)  History  of  the  Christian  Church. 

(3)  History  of  World's  Great  Religions. 
(1)  Missionary  History  and  Biography. 

(5)  Social  Teachings  of  Jesus  and  the  Social 
Problems  of  the  Modern  Church. 

(6)  Church  Doctrine. 

Because  of  the  variety  of  interests  and  needs 
of  the  young  men  and  women  of  middle  ado- 
lescence there  should  be  offered  as  many  elec- 
tive courses  as  there  is  a  real  demand  for,  pro- 
vided, of  course,  that  competent  teachers  are  at 
hand.  In  addition  to  the  graded  courses  pre- 
pared for  this  department  there  is  a  rich  field 
of  literature  suited  to  the  Senior  period.  The 
book  list  at  the  end  of  this  chapter  suggests  the 
wide  range  of  electives  available. 

The  courses  in  music  and  art  discussed  in 
chapter  VII  should  be  continued  in  this  depart- 
ment. ^* Hymns  of  Worship  and  Praise,''  and 
*^In  Excelsis"  (Century  Company)  are  suited 
to  these  grades.  Many  of  the  great  songs  of 
brotherly  love  may  be  found  in  *^  Fellowship 
Hymns"  Association  Press,  New  York).  The 
great  missionary  hymns  should  be  sung  and  re- 
sung.  Songs  of  deep  consecration  and  lofty 
idealism,  together  with  hymns  of  brotherly  love 
and  social  service  and  the  abounding  joy  of 

[251] 


THE  CHUECH  SCHOOL 

living,  are  in  place  here.  The  great  pictures 
may  be  restudied  and  the  power  of  art  appre- 
ciation may  be  cultivated.  Dickinson's  ^'The 
Education  of  a  Music  Lover,'''  and  KrehbiePs 
^'How  to  Listen  to  Music""  are  helpful  in  cul- 
tivating a  good  musical  taste. 

Senior  Departments  wishing  to  organize 
choruses  and  music  clubs  will  be  able  to  get  val- 
uable suggestions  from  a  ^^  Syllabus  for  Sec- 
ondary Schools,  1910,  Music, ' '  New  York  State 
Educational  Department,  Albany,  New  York, 
and  from  A.  G.  Marshall,  Maidstone  Orchestral 
Association,  Hatton  House,  Hatton  Gardens, 
London.  Ditson,  Schirmer,  John  Church,  No- 
vello.  Gray,  Fischer  are  names  which  guarantee 
a  high  grade  of  music. 

Many  of  the  students  of  this  department  will 
be  graduates  of  high  schools  where  there  have 
been  opened  up  to  them  fields  of  inquiry  and 
methods  of  study  which  they  are  sure  to  take 
over  into  the  realms  of  religion.  The  church 
must  not  permit  these  young  people  to  be 
taught  by  teachers  ignorant  of  general  history 
and  modern  science,  and  unfamiliar  with  the 
great  literature  of  the  world,  and  the  great 
masterpieces  of  music  and  art.  The  best  edu- 
cated people  in  the  community  must  he  called 
into  the  teaching  service  of  the  church. 

The  college  must  prepare  young  people  to  re- 
turn to  their  communities  trained  to  teach  re- 
ligion in  their  own  homes  and  in  the  churches 

**$1.50,  Charles  Scribner's  Sons,  New  York. 
'*$1.25,  Charles  Scribner's  Sous,  New  York. 

[  252  ] 


SENIOR  DEPAETMENT 

of  their  communities.  A  church  college  that 
does  not  render  this  service  has  no  excuse  for 
existing,  and  is  certainly  not  entitled  to  denomi- 
national support. 

Until  the  church  places  skilled  teachers  in 
charge  of  its  young  men  and  women  it  need  not 
expect  to  hold  them  through  such  courses  as 
have  been  listed  above ;  and  courses  less  broad 
will  fail  to  meet  the  religious  needs  of  young 
people  and  of  course  will  fail  to  hold  their  at- 
tendance. Classes  held  together  by  the  social 
ability  of  the  teacher  may  be  valuable  as  sewing 
guilds  and  literary  clubs,  but  they  do  not  meet 
the  religious  needs  and  are  therefore  inade- 
quate unless  in  addition  to  social  qualifications 
the  teacher  also  possesses  educational  and  spir- 
itual qualities  that  build  the  class  into  a  reli- 
gious organization  training  young  men  and 
women  for  a  great  social  task,  in  the  name  of 
the  Lord  and  for  his  sake. 

It  will  not  do  for  the  church  to  ask,  Where 
shall  we  get  teachers?  The  church  must  make 
teachers.  That  is  why  church  colleges  exist.  A 
preacher  who  cannot  train  teachers  is  unpre- 
pared for  his  task.  We  shall  continue  to  lose 
our  young  men  and  women  until  theological 
seminaries,  church  colleges,  preachers  and 
church  boards  come  to  recognize  that  religious 
education  is  their  task,  and  that  it  cannot  be 
delegated  to  the  untrained,  although  well- 
meaning,  members  of  the  congregation. 


[263] 


THE  CHUECH  SCHOOL 

5.   EXPEESSIONAL   ACTIVITIES 

The  most  gracious  and  intimate  comradeship 

must  now  exist  between  young  men  and  women 

,    ^  „       and  their  parents.     There  must  be 

a.  In  the  Home  ^     .  ^  . 

common  problems,  common  mter- 
ests  and  common  ideals. 

The  young  folks  must  be  allowed  to  entertain 
their  guests  in  the  home,  and  it  should  be  the 
delight  of  parents  to  contribute  to  the  pleasure 
of  the  young  people.  But  there  should  be  no 
idleness.  There  should  be  a  serious  purpose 
in  life,  and  the  young  men  and  women  should 
contribute  their  part  to  the  work  of  the  house- 
hold and  its  support. 

It  is  important  that  young  people  who  go  to 
college  immediately  identify  themselves  with 
b  In  coUe  e  ^^®  local  church.  It  is  a  fatal  mis- 
take to  allow  four  years  to  elapse 
without  participating  in  the  regular  work  of 
the  church.  College  Christian  Associations  are 
not  satisfactory  substitutes.  Parents  and 
Christian  workers  connected  with  institutions 
of  higher  learning  should  have  deep  concern 
for  the  religious  life  of  this  period.* 

(1)  Religion  Must  be  Taught  in  Church  Col- 
leges. There  is  at  the  present  time  an  organ- 
ized effort  led  by  the  Eeligious  Education 
Association  to  put  courses  in  religion  back  into 
denominational  colleges.  Only  a  few  church 
colleges  are  teaching  religion.    They  are  teach- 

*See  "Religion  as  a  Liberal  Culture  Subject,"  Beligious 
Education,  April,  1912,  and  "Religion  and  the  Curriculum, ' ' 
Eeligious  Education,  December,  1913. 

[254] 


SENIOR  DEPARTMENT 

ing  the  same  subjects  that  state  universities 
teach,  and  their  students  are  forced  to  absorb 
religion  from  the  atmosphere  of  the  college 
chapel,  the  Christian  Associations,  etc.  Now 
that  state  universities  are  surrounding  them- 
selves with  student  pastors,  Divinity  houses, 
and  Christian  Associations,  the  denominational 
colleges  must  either  go  out  of  business  or  begin 
to  perform  a  task  for  society  which  the  state 
school  cannot  do.  That  task  is  to  teach  religion 
in  every  year  of  the  college  course. 

There  is  now  a  demand  upon  church  colleges 
for  the  following  types  of  courses : 

(a)  Courses  for  students  in  the  College  of 
Liberal  Arts  who  wish  to  elect  those  biblical 
and  educational  subjects  which  will  prepare 
them  for  future  responsibilities  as  parents  and 
citizens  and  enable  them  to  participate  intelli- 
gently in  the  religious  and  moral  activities  of 
the  communities  in  which  they  may  reside. 

(b)  Courses  for  ministerial  students  who 
wish  to  master  the  problems  of  religious  educa- 
tion while  pursuing  their  Liberal  Arts  and  the- 
ological courses. 

(c)  Courses  for  students  wishing  to  become 
specialists  in  the  various  lines  of  religious  edu- 
cation demanded  by  the  modern  church. 

(2)  Religion  a  Fundamental  Human  Need, 
If  our  colleges  are  to  contribute  to  the  social 
wellbeing  of  the  nation  they  must  build  their 
courses  of  study  on  the  basis  of  human  needs. 
But  there  is  no  human  need  more  vital,  more 

[  255  ] 


THE  CHURCH  SCHOOL 

permanent,  more  continuous  or  more  universal 
than  the  moral  and  religious  need. 

What  are  the  needs  of  college  students? 
They  enter  college  boys  and  girls  of  eighteen 
and  leave  with  their  diplomas  at  twenty-two. 
The  college  gets  them  just  when  they  are  open- 
ing out  into  young  manhood  and  womanhood, 
and  it  is  the  privilege  of  the  college  to  give  the 
final  coloring  to  their  views  of  the  world  and 
of  life.  At  no  other  period  are  they  more  in 
need  of  counsel,  sympathy  and  advice. 

To  consider  them  as  mature  men  and  women, 
and  group  them  into  classes  in  charge  of  bud- 
ding doctors  of  philosophy,  whose  chief  inter- 
est is  scholarship,  instead  of  character;  to 
grind  them  through  science,  sociology,  philoso- 
phy and  ethics  and  raise  the  critical  problems 
which  tend  to  disturb  the  simple  faith  of  their 
childhood,  and  then  to  turn  them  over  in  their 
perplexity  and  doubt  to  the  voluntary  Bible 
class  taught  by  some  upper  classman  who  has 
^^found  himself,''  is  the  very  height  of  aca- 
demic brutality. 

Students  should  live  rich,  full  religious  lives 
during  their  college  courses,  and  the  college 
which  disturbs  the  moral  and  religious  moor- 
ings of  childhood  must  not  laugh  in  derision  at 
the  student's  troubles,  and  talk  learnedly  of 
the  student's  *^ finding  himself,"  of  reconstruc- 
tion, readjustment,  etc.  To  take  away  the  stu- 
dent's underpinning  of  faith  and  not  build  a 
new  and  stronger  foundation  is  a  course  that 
cannot  be  defended.    And  yet  our  colleges  are 

[266] 


SENIOR  DEPARTMENT 

engaged  in  the  work  of  shattering  religious  con- 
ceptions and  either  ignoring  the  consequences 
or  holding  joint  sessions  with  Christian  Asso- 
ciations to  devise  ways  and  means  of  unloading 
their  victims  onto  voluntary  classes  in  religion 
where  amateurs  will  attempt  to  rebuild  what 
professionalism  has  destroyed. 

The  church  must  insist  that  it  is  the  business 
of  the  faculty  to  meet  the  students'  religious 
needs.  To  use  Professor  Burton's  words, 
*  ^  The  college  owes  it  to  them,  and  to  the  nation, 
that  having  taken  the  students  under  its  care  it 
shall  not  do  less  than  its  utmost  to  see  that  they 
leave  the  school  confirmed  in  practical  adher- 
ence to  the  highest  moral  principles.'' 

(3)  The  Nature  of  College  Courses  in  Re- 
ligion. If  the  college  is  to  teach  religion  it  is 
necessary  that  the  courses  be  suited  to  the 
needs  of  young  people  in  middle  adolescence. 
Critical  courses  in  the  Bible  might  be  anything 
but  religious.  An  emphasis  on  facts  and  dates 
and  construction  may  give  valuable  informa- 
tion, but  it  does  not  necessarily  give  the  reli- 
gious impulse.  One  might  so  critically  study 
the  four  Gospels  as  entirely  to  lose  sight  of  the 
great  life  recorded  in  these  books.  It  is  possible 
to  study  the  Bible  as  literature  and  get  little 
religious  value  from  the  experience.  Much  the 
same  results  might  be  secured  from  the  study 
of  any  other  literature,  and  the  scientific 
method  might  be  secured  from  any  of  the 
sciences. 

There  is  certainly  a  place  for  this  critical 

[257] 


THE  CHURCH  SCHOOL 

study,  but  that  place  is  in  the  graduate  school 
and  not  in  the  undergraduate  years.  The  un- 
dergraduate needs  the  results  of  research,  not 
the  methods  and  processes.  The  Bible  can  be 
taught  with  a  different  emphasis.  It  may  be  so 
taught  that  out  from  all  its  biography,  history 
and  literature  there  will  come  the  God  con- 
sciousness. And  if  this  sense  of  the  presence 
of  God  can  so  possess  the  student  as  to  have  a 
compelling  influence  in  his  future  conduct,  then 
the  teaching  will  have  religious  value. 

The  logical  analysis  of  ethical  and  religious 
problems  must  not  be  allowed  to  take  the  place 
of  the  concrete,  personal  presentation  of  truth 
such  as  the  Bible  contains.  We  seldom  reason 
ourselves  into  righteousness.  The  imagination 
and  the  emotions  respond  to  the  great  truths  of 
life  most  readily  when  presented  through  great 
personalities.  A  sincere,  sympathetic  teacher, 
presenting  the  great  literature  of  the  Hebrews, 
may  teach  the  heart  to  respond  to  and  appro- 
priate the  noble  and  the  ennobling  things  of  life. 
Dr.  Henry  N.  Snyder  in  an  address  before  the 
Religious  Education  Association  in  1910  made 
it  very  clear  that  *4f  the  study  of  the  Bible  is 
to  be  of  distinctly  religious  value,  it  must  con- 
cern itself  with  the  study  of  personalities  pos- 
sessed by  religious  ideals  and  controlled  by  the 
religious  spirit.'' 

Such  study  can  be  thorough,  though  it  need 
not  be  exhaustive.  It  will  be  cultural  and  per- 
fectly worthy  of  college  credit.  It  will  not 
leave  its  results  in  tangible  form  on  the  teach- 

[258] 


SENIOR  DEPARTMENT 

er's  grade  book,  but  it  will  show  itself  in  a  vital- 
ized life  seeking  for  truth  in  all  realms,  and 
living  the  truth  in  all  sincerity. 

While  it  is  always  hard  to  modify  well-es- 
tablished traditions,  especially  college  tradi- 
tions, there  are  many  evidences  which  indicate 
that  colleges  will  give  religion  its  adequate 
place  in  the  curriculum  as  rapidly  as  textbooks 
and  faculty  members  of  the  newer  type  can  be 
prepared. 

When  the  colleges  begin  to  send  out  to  the 
churches  ministers  competent  to  superintend 
their  church  schools  and  train  their  teachers, 
and  when  they  turn  back  to  the  local  communi- 
ties annually  college  graduates  with  a  deep  in- 
sight into  God's  Word  and  a  knowledge  of  how 
to  teach  it  to  their  own  and  their  neighbor's 
children,  the  problem  of  trained  leadership  will 
have  been  solved. 

(1)  Worship.  The  emotional  life  must  be 
nourished  by  the  regular  church  service.  The 
c.  In  the  service  of  worship  must  be  admin- 

church  School  istered  in  the  beauty  of  holiness. 
There  must  be  beauty,  sublimity  and  grandeur 
all  heading  up  in  the  uplift  and  joy  of  the  sense 
of  the  presence  of  God  in  the  soul.  The  *  *  thirst 
for  the  personal  realization  of  God''  must  be 
met  by  the  experience  of  worship. 

Those  who  would  hold  young  men  and  women 
through  the  regular  service  of  the  church  must 
plan  to  put  into  the  service  that  food  for  which 
the  young  men  and  women  have  a  soul  hunger, 

[259] 


THE  CHURCH  SCHOOL 

and  they  must  plan  to  give  the  young  people 
some  active  part  in  the  service. 

The  worship  service  in  the  Senior  Depart- 
ment of  the  church  school  should  not  be  re- 
garded as  a  substitute  for  the  regular  church 
service.  It  should  be  a  brief  service  of  real 
worship  planned  especially  for  the  Senior 
grades,  fitting  into  the  lesson  themes  and  re- 
lated to  their  daily  tasks. 

(2)  Classroom  Expression.  The  class  work 
of  Senior  pupils  should  provide  for  free  discus- 
sion, reports,  debates  and  essays.  The  teacher 
should  carefully  plan  the  lesson  and  direct  the 
discussion. 

No  time  should  be  taken  for  the  social  life  of 
the  class.  The  order  of  exercises  should  be 
something  like  the  following: 

Brief  opening  prayer 

Class  roll  call 

Collection 

Class  announcements  (this  item  should  never 
exceed  five  minutes) 

Lesson  study  period  (this  must  be  uninter- 
rupted) 

Closing  prayer 

(3)  Group  Philanthropic  and  Social  Expres- 
sion. The  social  service  of  this  period  now  be- 
comes intensely  practical.  The  young  people 
want  to  do  real  work ;  they  also  want  to  see  re- 
sults. Their  ministry  should  now  take  prac- 
tical and  definite  form.  While  the  class  teacher 
directs  the  group  activities,  the  group  itself 
must  in  a  very  real  sense  be  doing  its  own  work, 

[260] 


SENIOR  DEPARTMENT 

and  it  must  have  the  joy  of  actually  having  part 
in  real,  present-day  problems. 

It  must  be  kept  in  mind  that  the  young  people 
of  this  department  are  soon  to  be  handed  over 
to  the  regular  societies  maintained  by  the 
church.  It  is  important,  therefore,  that  they 
be  introduced  to  these  organizations  during  the 
Senior  period.  In  turn  the  various  societies  of 
the  church  should  entertain  the  Senior  groups 
and  seriously  and  clearly  set  forth  the  object  of 
the  adult  organization,  its  method  of  work  and 
plan  of  organization,  closing  by  extending  to 
the  young  people  an  invitation  to  work  with 
them  when  they  finish  their  Senior  course.  The 
church  school  should  not  think  its  work  is  done 
until  each  Senior  student  is  actively  identified 
with  some  of  the  adult  organizations  of  the 
church.  It  is  necessary  that  every  convert  be 
immediately  set  to  work  and  kept  at  work. 
Home  has  aptly  said,  *^The  idle  convert  is  in 
graver  danger  than  the  unconverted  idle. ' '  *  It 
is  extremely  important  that  the  classes  of  the 
Senior  Department  share  in  all  the  philan- 
thropies and  missionary  activities  of  the 
church,  and  that  they  contribute  from  their 
class  funds  toward  the  support  of  every  phase 
of  the  work  of  the  local  church.  This  insures 
an  intelligent  participation  in  the  same  activi- 
ties in  later  years. 

The  Senior  class  that  puts  a  new  carpet  on 
the  church  floor,  buys  new  song  books  for  the 
church,  or  purchases  and  unveils  a  great  mas- 

^  Psyehological  Principles  of  Education,  p.  359. 

[261] 


THE  CHURCH  SCHOOL 

terpiece  of  art  for  the  church  auditorium,  will 
have  a  love  for  the  church  which  could  not  be 
implanted  in  any  other  way.  Work  begets  af- 
fection. We  soon  come  to  love  the  church  if 
we  can  be  set  to  work  in  a  definite  way  for  the 
church. 

^*  There  are  one  or  two  points  of  difference, 
however,  between  the  kind  of  things  which 
young  men  and  women  should  be  given  to  do 
and  those  provided  for  boys  and  girls.  Young 
people  may  be  asked  to  assume  definite  respon- 
sibility for  work.  Young  people  may  teach 
Sunday-school  classes,  lead  mission  study 
classes,  assist  in  settlements,  boys*  and  girls' 
groups,  and  in  playground  work.  They  may  also 
be  organized  to  meet  special  needs  in  the  char- 
ity, philanthropic  and  benevolent  work  of  the 
community  and  church.  They  will  rally  par- 
ticularly to  the  suggestion  of  the  support  of 
some  special  object  in  the  mission  field,  as  a 
teacher  in  a  school,  or  the  endowment  of  a  room 
in  a  hospital,  or  the  care  of  some  children  in  an 
orphanage. 

**We  should  also  seek  to  interest  them  in  the 
problems  and  principles  which  underlie  the 
needs  of  the  work.  Their  tendency  to  philoso- 
phize about  everything  shows  that  their  minds 
are  dwelling  on  bigger  matters  than  the  mere 
alleviation  of  a  single  case  of  poverty  or  sick- 
ness. This  is  the  age  also  when  pupils  can 
begin  to  do  what  has  ordinarily  been  called 
personal  work,  that  is,  speaking  personally  to 
friends  and  acquaintances  regarding  the  re- 

[2621 


SENIOR  DEPARTMENT 

ligious  life,  which,  of  course,  is  but  another 
form  of  altruistic  service.  In  the  same  man- 
ner, they  may  be  interested  in  the  spiritual 
needs  of  the  people  of  the  world  and  new  mo- 
tives may  be  aroused  for  adequately  support- 
ing the  missionary  enterprise.^* ' 

The  young  people  of  any  community  will 
usually  consist  of  three  groups,  as  follows: 

Those  who  have  left  school  to  go  to  work  at 
the  close  of  the  grammar-school  period.  Many 
of  these  are  now  attending  night  school  or  tak- 
ing correspondence  courses  in  a  commendable 
effort  to  pass  from  the  ranks  of  unskilled  labor 
into  the  higher  salaried  class  of  skilled 
laborers. 

Massachusetts  found  that  25,000  boys  and 
girls  in  the  state  between  the  ages  of  fourteen 
and  sixteen  were  not  in  school.  It  appointed  a 
commission  to  ascertain  the  cause.  The  report 
of  this  commission  shows  that  five-sixths  of 
these  boys  and  girls  had  not  completed  the 
grammar  school;  one  half  had  not  completed 
the  seventh  grade  and  one  fourth  had  not  com- 
pleted the  sixth  grade.  The  report  also  showed 
that  to  every  one  that  goes  into  an  occupation 
that  is  worth  while,  more  than  four  enter  a  mill 
or  factory,  or  don  a  messenger  suit,  or  wear  a 
cash  girl 's  uniform.  They  seldom  receive  more 
than  five  dollars  a  week  and  they  reach  the 
height  of  their  power  before  they  are  twenty. 

Children  without  training  cannot  enter 
skilled  employment  and  those  who  leave  school 

^Pilgrim  Teacher,  April,  1913,  p.  232. 

[263] 


THE  CHURCH  SCHOOL 

4 

to  seek  employment  must  enter  unskilled  occu- 
pations. One  of  the  most  familiar  of  these 
occupations  is  that  of  cash  girl  in  our  large  de- 
partment stores.  Commenting  on  this  class  the 
report  says:  *^ Stoop  shouldered  and  narrow 
chested,  often  bloodless  and  much  under  devel- 
oped we  find  her  on  her  feet  from  morning  un- 
til night  jostled  about  in  the  crowd,  ordered 
here  and  there  by  the  clerks  with  their  constant 
cry  of  *cash,  cash';  and  not  unfrequently  sub- 
jected to  the  harsh  rebukes  of  a  floor  walker 
because  she  cannot  be  in  two  or  three  places  at 
the  same  time.  What  is  the  hope  for  these  little 
girls?  ^ There  isn't  any  hope,'  said  one  em- 
ployer, *we  must  have  girls  with  greater  intelli- 
gence behind  the  counters.'  And  so  the  little 
cash  girl  spends  a  year  or  two  of  her  life  for 
what?  She  has  learned  nothing  except  pos- 
sibly a  good  measure  of  slang  and  rudeness. 
She  has  in  all  probability  lessened  her  physical 
strength.  She  is  sixteen  or  seventeen  years  of 
age  and  she  can  no  longer  live  on  $3.00  or  $3.50 
per  week  and  she  must  seek  something  else. 
With  no  experience,  or  training,  she  is  obliged 
to  enter  some  other  unskilled  occupation,  and 
her  only  chance  in  any  of  these  is  to  rise  to  a 
wage  of  $6.00  or  $7.00  or  possibly  $8.00  or  $9.00 
if  she  is  unusually  fortunate.  With  no  interest 
in  her  work  aside  from  getting  her  weekly  pay 
envelope,  with  an  empty  head  under  a  picture 
hat,  as  some  one  has  expressed  it,  her  one  su- 
preme thought  is  to  marry,  and  her  home — it 
will  be  the  kind  of  a  home  we  must  expect  of 

[264] 


SENIOR  DEPARTMENT 

girls  who  are  not  trained  to  be  more  efficient." 
Government  statistics  for  1907  show  that  in 
seventy-two  of  the  seventy-eight  cities  in  the 
United  States  which  have  50,000  inhabitants, 
more  than  one-third  of  all  the  girls  between  six- 
teen and  twenty  years  of  age  are  at  work.  In 
thirty-six  of  these  cities  more  than  one  half  are 
earning  their  living,  and  in  eight  cities  the  per- 
centages rise  as  high  as  77  per  cent  of  the  total 
number  of  girls.  At  the  present  time  in  the 
United  States  6,000,000  women  are  gainfully 
employed.  Some  skilled  industries  depend  en- 
tirely upon  their  labor.  The  girl  is  the  future 
mother  of  the  race.  Her  health  and  training 
should,  therefore,  be  matters  of  solicitude. 

We  have  seen  that  the  greatest  portion  of 
the  boys  and  girls  who  quit  school  to  enter  pro- 
ductive employments  are  forced  to  enter  un- 
skilled industries.  This  would  not  of  itself  be 
a  calamity  if  the  surroundings  were  wholesome, 
and  if  it  were  possible  to  rise  from  the  unskilled 
to  the  skilled  industries.  But  the  older  em- 
ployees with  whom  the  children  must  be  associ- 
ated in  unskilled  labor  are  not  suitable  com- 
panions for  growing  children  and  usually  the 
low-grade  industries  are  schools  of  vice  rather 
than  virtue.  A  very  thorough  canvass  of  em- 
ployees doing  skilled  labor  shows  that  not  one 
out  of  five  was  secured  from  the  ranks  of  un- 
skilled labor.  This  being  the  case  it  is  clear 
that  we  have  not  saved  a  boy  when  we  have 
started  him  out  as  a  messenger  boy  at  $4.00  per 
week.     Neither  has  a  girl  been  started  on  the 

[  265  ] 


THE  CHUECH  SCHOOL 

upward  road  when  she  secures  a  position  as 
cash  girl  in  a  department  store. 

The  Massachusetts  Board  of  Industrial  Edu- 
cation found  after  examining  the  income  of 
3157  families  whose  children  had  left  school  to 
work  that  76  per  cent  were  able  to  send  their 
children  to  school  three  or  four  years  longer. 
Fifty-five  per  cent  of  the  parents  declared  they 
would  send  their  children  to  trade  schools  if 
they  had  the  opportunity.  The  fact  that  corre- 
spondence schools  and  evening  schools  are  so 
well  patronized  is  conclusive  evidence  of  the 
willingness  of  the  boys  and  girls  to  take  every 
means  to  secure  training  for  the  skilled  indus- 
tries. 

It  is  clear  that  the  church  must  help  create 
public  sentiment  that  will  modify  the  tradi- 
tional high-school  course  and  introduce  indus- 
trial and  practical  courses  of  training.  The 
church  must  also  encourage  night  schools,  and 
every  other  means  of  assisting  young  people 
into  the  ranks  of  the  skilled  workers.  Most  im- 
portant of  all,  the  church  must  give  these  young 
people  religious  instruction  and  provide  for 
them  a  social  life  that  will  center  around  the 
church. 

Those  who  have  finished  the  high  school  he- 
fore  going  into  active  work.  These  young 
people  occupy  the  better  paid  positions  such  as 
stenographers,  bookkeepers,  clerks,  foremen, 
etc.  They  too  must  be  related  to  the  great 
church  family  and  made  to  feel  that  they  have 
a  home  and  real  friends  there.    Those  who  are 

[266] 


SENIOR  DEPARTMENT 

to  worship  together  and  carry  on  the  social 
service  of  a  great  church  must  live  together  in 
the  most  intimate  of  social  relationships. 

Some  Senior  Departments  organize  the 
young  men  and  women  into  evening  classes  for 
athletic  training,  having  the  shop  girls  on  cer- 
tain evenings,  the  office  girls  on  other  evenings, 
etc.  In  this  way  they  minister  to  divergent 
social  groups  without  creating  any  class  feel- 
ing. 

Those  who  have  attended  college.  These 
young  people  should  furnish  the  leadership  for 
the  group  life  of  the  other  classes.  They  can 
teach  classes,  coach  basketball  teams,  and  lead 
in  many  of  the  activities  which  the  church  must 
launch  if  it  is  to  give  a  rich  social,  intellectual 
and  spiritual  life  to  the  young  people  just 
flowering  out  into  manhood  and  womanhood. 

Each  of  these  groups  will  present  its  specific 
problems  for  the  church  and  the  church  school. 

6.  Okganization 

It  is  an  undisputed  fact  that  the  young 
people 's  societies  are  reaching  but  a  very  small 
portion  of  the  young  people  of  the  church  and 
community.  This  failure  may  be  accounted 
for,  in  part,  by  the  following  reasons : 

First,  the  societies  usually  have  no  definite, 
clearly  defined  purpose.  They  receive  their 
plans  of  operation  usually  from  denominational 
and  national  boards  located  in  distant  cities, 
not  vitally  connected  with  the  life  of  the  local 
church. 

[267] 


THE  CHUECH  SCHOOL 

Second,  there  is  a  great  amount  of  overlap- 
ing  of  similar  work  for  the  same  people,  and  a 
great  drain  on  a  few  faithful  workers  who  have 
to  carry  the  load  of  most  of  the  church  organ- 
izations. 

Third,  there  is  no  definite  method  of  trans- 
ferring workers  from  the  societies  to  the  regu- 
lar adult  organizations  of  the  church. 

Fourth,  there  is  a  lack  of  systematic  promo- 
tion. Less  than  half  of  the  church  schools  have 
a  regular  promotion  system  and  very  few 
churches  provide  for  the  promotion  of  young 
people  systematically  from  the  Junior  to  the 
Intermediate  and  then  on  into  the  Senior  soci- 
eties. And  the  Senior  society  is  rare  that  grad- 
uates its  workers  regularly  into  the  adult  life 
of  the  church. 

Children  must  come  to  feel  that  they  are  too 
old  for  a  given  society  and  drop  out  and  take 
their  chances  of  being  invited  into  the  older 
groups. 

The  weakness  in  our  present  system  seems 
to  grow  out  of  the  fact  that  all  organizations 
are  independent,  having  no  central,  intelligent 
system,  defining  what  part  of  one  great  pur- 
pose each  is  to  accomplish. 

The  plan  advocated  in  this  book  secures  the 
unification  of  all  educational  agencies  through 
the  Educational  Committee,  whose  executive 
officer  is  the  superintendent,  or  better.  Director 
of  Religious  Education. 

Working  under  the  leadership  of  the  Direc- 
tor of  Religious  Education  there  would  be  the 

[268] 


SENIOR  DEPARTMENT 

following  officers  and  committees  of  the  Senior 
Department. 

a.  Department  superintendent.  This  officer 
should  plan  the  general  work  of  the  depart- 
ment, prepare  in  detail  the  program  of  worship, 
hold  teachers  *  meetings  for  the  directing  of  the 
work  of  the  class  teachers,  and  assume  general 
supervision  of  the  group  organizations  which 
are  formed  within  the  department  for  social 
purposes.  There  is  as  much  need  of  definite 
supervision  here  as  in  the  elementary  depart- 
ments. The  curriculum  provided  for  Senior 
students  must  be  intelligently  carried  out.  This 
will  require  instruction,  and  careful  super- 
vision. Teachers'  meetings  are  necessary  not 
only  for  the  success  of  the  teachers  now  at  work 
but  also  for  the  instruction  of  the  cadets  now 
in  training  for  future  service. 

The  superintendent  should  prepare  a  plan 
book,  and  the  teachers  should  prepare  detailed 
outlines  of  each  lesson.  The  plan  book  sugges- 
tions given  in  chapter  VII  will  apply  with  equal 
force  to  the  work  of  this  department. 

b.  Secretaries 

c.  Class  teachers.  Young  men's  classes 
should  usually  be  taught  by  men,  and  the  young 
women's  classes  by  women,  but  there  may  be 
exceptions  to  this  rule.  There  will  frequently 
be  a  place  for  a  mixed  class.  The  classes  in 
this  department  should  not  exceed  thirty  mem- 
bers, and  it  is  better  if  they  can  be  much 
smaller.  The  classes  must  do  systematic  school 
work.      Class    contests    and    attendance    cam- 

[269] 


THE  CHURCH  SCHOOL 

paigns  usually  indicate  a  weak  educational  pro- 
gram. Classes  should  be  held  together  by  the 
internal  magnetism  of  well-graded  lessons  skil- 
fully taught.  Class  loyalty  should  never  be  al- 
lowed to  convert  a  teacher  into  a  feudal  lord 
who  dares  to  assert  his  independence  of  the  rest 
of  the  school.  The  school  must  be  a  democracy 
in  which  the  majority  rules,  and  the  teachers  of 
the  Senior  Department  must  not  be  exceptions. 

d.  Officers  of  organized  classes 

e.  Cabinet  of  young  people  representing  the 
various  social  and  expressional  organizations 
which  have  been  formed  within  the  department 
with  the  approval  of  the  Committee  of  Educa- 
tion. 

f.  Directors  of  Young  People's  Work,  Large 
churches  may  well  employ  directors  of  young 
people  ^s  work  who  will  devote  all  their  time  to 
the  social,  industrial  and  religious  needs  of  the 
young  men  and  women  of  the  church.  These 
officers  would  be  under  the  general  supervision 
of  the  director  of  religious  education. 

7.  Pkogbam 
The  Sunday  program  of  this  department  will 
be  as  follows : 

Part  1.  Period  of  Devotion 
Part  2.  Period  of  Lesson  Study 
Part  3.  Period  of  Instruction  and  Training 
in  Christian  Service.  This  period  will  care  for 
the  work  now  attempted  by  Endeavor  Societies, 
Leagues  and  Young  People's  Unions.  It  may 
be  necessary  in  some  places  to  hold  this  third 

[270] 


SENIOR  DEPARTMENT 

period  at  another  hour,  or  even  on  a  week  day, 
but  the  ideal  time  is  in  connection  with  the  de- 
votional and  lesson  periods.  If  but  an  hour 
and  a  half  can  be  given  to  the  church  school,  the 
time  should  be  divided  as  follows : 
9 :  30-  9 :50 — Worship  suited  to  the  spiritual 

needs  of  young  men  and  women 
9 :  50-10 :  20 — Study  of  regular  lesson  for  the 

day 
10 :  20-10 ;  50 — Period  devoted  to  group  expres- 

sional  work  related  to  the  lesson 

subject  on  one  side  and  to  the 

daily  life  of  the  class  on  the  other 

side 
10 :  50-11 :  00— Recess 
11 :  00-12 :  00 — Regular  church  service  in  which 

the  young  people  are  expected  to 

participate  actively. 
This  arrangement  secures  the  attendance  of 
all  who  are  in  the  church  school  at  the  young 
people's  expressional  services.  It  secures  a 
correlation  of  instruction  and  expression,  and 
finally,  it  secures  a  unity  of  supervision  that 
prevents  overlapping  of  agencies. 

8.  Equipment 

This  department  needs  an  assembly  room, 
separate  classrooms,  library  of  reference 
books,  blackboard,  maps  and  a  few  appropri- 
ate and  beautiful  pictures.  A  stereopticon  is 
invaluable.  It  can  be  used  to  illustrate  the  les- 
son topics.    It  may  also  furnish  an  occasional 

[271] 


THE  CHURCH  SCHOOL 

social  program  and  add  interest  to  general  de- 
partment programs  and  lectures. 

If  there  are  not  facilities  for  both  school  and 
social  center,  the  needs  of  the  school  should  be 
conserved  first,  for  the  school  rooms  may  serve 
as  an  acceptable  social  center,  but  a  social  cen- 
ter is  always  unfit  for  school  purposes/ 

CLASSIFIED    BOOK    LISTS    FOR    THE 
SENIOR  DEPARTMENT 

1.  Books  for  Teachers  of  Senior  Students 

Religious  Education,  February,  1913,  65c.    Religious  Edu- 
cation Association,  Chicago. 

Religious  Education,  February,  1912,  65c.    Religious  Edu- 
cation Association,  Chicago. 

Cressey,  The  Church  and  Young  Men,  *$1.25.    Fleming  H. 
ReveU  Co.,  New  York. 

MacCunn,  The  Making  of  Character,  *$1.25.     The  Macmil- 
lan  Co.,  New  York. 

Latimer,  Girl  and  Woman,  *$1.50.     D.  Appleton  &  Co., 
New  York. 

Brown,  The  Young  Man's  Affairs,  *$1.00.     T.  Y.  Crowell 
Co.,  New  York. 

Reisner,  Social  Plans  for  Young  People,  *75c.    Methodist 
Book  Concern,  New  York. 

Chesley,  Social  Activities  for  Men  and  Boys,  *$1.00.     As- 
sociation Press,  New  York. 

King,  The  Moral  and  Religious  Challenge  of  Our  Times, 
*$1.50.    The  MacmHlan  Co.,  New  York,  N.  Y. 

Bradford,  The  Messages  of  the  Masters,  *65c.    T.  Y.  Crow- 
ell Co.,  New  York. 

Matheson,  Representative  Men  of  the  Bible,  3  vols.,  •$1.00 
each.    George  H.  Doran  Co.,  New  York. 
*  For  a  discussion  of  the  architecture  of  the  modern  depart- 
mental church  school  building  see  article  on  "Sunday  School 

Architecture,"   by  Herbert  F.  Evans,   in  the  Sunday  School 

Encyclopedia,  Thomas  Nelson  &  Sons,  New  York. 

[272] 


SENIOR  DEPARTMENT 

Matheson,  Representative  Women  of  the  Bible,  3  vols., 
*$1.00.     George  H.  Doran  Co.,  New  York. 

Mathews,  History  of  New  Testament  Times  in  Palestine, 
$1.00.    The  MacmiUan  Co.,  New  York. 

Judges  and  Ruth — New  Century  Bible,  *90c.  Oxford  Uni- 
versity Press,  New  York. 

Pastoral  and  General  Epistles — New  Century  Bible,  *90c. 
Oxford  University  Press,  New  York. 

Hastings,  Dictionary  of  the  Bible,  $5.00.  Charles  Scrib- 
ner^s  Sons,  New  York. 

Kent,  Historical  Bible,  6  vols.,  $1.00  and  $1.25  each. 
Charles  Scribner's  Sons,  New  York. 

Burgess,  Life  of  Christ,  *$1.00.  University  of  Chicago 
Press,  Chicago. 

Speer,  The  Marks  of  a  Man,  50c.  Geo.  H.  Doran  Co.,  New 
York. 

Walker,  Great  Men  of  the  Christian  Church,  *$1.25.  Uni- 
versity of  Chicago  Press,  Chicago. 

Edersheim,  Jewish  Social  Life,  *50e.  Geo.  H.  Doran  Co., 
New  York. 

Grant,  The  Peasantry  of  Palestine,  *$1.50.  Pilgrim  Press, 
Boston. 


2.  MissiONAKY  Books  for  Senior  Grades 

Goodrich,  The  Coming  China,  *$1.50.     A.  C.  McClurg  & 
Co.,  Chicago. 

liayward,    Bermuda,   Past    and   Present,    *$1.25.      Dodd, 
Mead  &  Co.,  New  York. 

Ferriman,  Turkey  and  the  Turks,  *$3.00.     James  Pott  & 
Co.,  New  York. 

Zwemer,  Unoccupied  Mission  Fields,  $1.00.     Student  Vol- 
unteer Movement,  New  York. 

Underwood,  Call  of  Korea,  *75c.     Fleming  H.  Revell  Co., 
New  York. 

Johnston,  Opening  up  of  Africa,  *50c.    Henry  Holt  &  Co., 
New  York. 

Vedder,  Christian  Epoch  Makers,  *$1.20.     American  Bap- 
tist Publication  Society,  Philadelphia. 

[273  ] 


THE  CHURCH  SCHOOL 

Speer,  South  American  Problems,  *75c.  Student  Volunteer 
Movement,  New  York. 

Lindsay,  Cuba  and  Her  People  Today,  $3.00.  L.  C.  Page  & 
Co.,  Boston. 

Sears,  Redemption  of  the  City,  *50c.  American  Baptist 
Publication  Society,  Philadelphia. 

Barton,  Daybreak  in  Turkey,  *$1.50.  Pilgrim  Press,  Bos- 
ton. 

Walker,  Great  Men  of  the  Christian  Church,  *$1.25.  Uni- 
versity of  Chicago  Press,  Chicago. 


3.  Books   fok    Study   and   Home   Reading   of 
Seniok  Students 

Beveridge,  The  Young  Man  and  the  World,  *$1.50,  D.  Ap- 

pleton  &  Co.,  New  York. 
Bryce,  The  Hindrances  to  Good  Citizenship,  *$1.15.     Yale 

University  Press,  New  Haven,  Conn. 
Canfield,  The  College  Student  and  His  Problems,  *$1.00. 

The  Macmillan  Co.,  New  York. 
Dole,  The  American  Citizen,  *80c.     D.   C.  Heath  &  Co., 

Boston. 
Dunn,  The  Community  and  the  Citizen,  *75c.    D.  C.  Heath 

&  Co.,  Boston. 
Eliot,  The  Durable  Satisfactions  of  Life,  **$1.00.     T.  Y. 

Crowell  Co.,  New  York. 
Hadley,  Standards  of  Public  Morality,  *$1.00.     The  Mae- 

millan  Co.,  New  York. 
McLeod,  A  Young  Man's  Problems,  50c.    A.  Flanagan  Co., 

Chicago. 
Parsons,  Choosing  a  Vocation,  *$1.00.     Houghton,  Mifflin 

Co.,  Boston. 
Rollins,   What   Can   a    Young   Man   Do?    *$1.50.      Little, 

Brown  &  Co.,  Boston. 
Roosevelt,    Applied    Ethics,    *75c.      Harvard    University 

Press,  Cambridge,  Mass. 
Stoddard  and  Yendes,  What  Shall  I  Do?  $1.00.     Hiads, 

Noble  &  Eldredge,  New  York, 

[274] 


SENIOR  DEPARTMENT 

Strong,  The  Times  and  Young  Men,  *75c.  Doubleday,  Page 
&  Co.,  Garden  City,  N.  Y. 

Warner,  The  Young  Woman  in  Modern  Life,  *85c.  Dodd, 
Mead  &  Co.,  New  York. 

Washington,  Character  Building,  *$1.50.  Doubleday,  Page 
&  Co.,  Garden  City,  N.  Y. 

Wilbur,  Everyday  Business  for  Women,  *$1.25.  Hough- 
ton, Mifflin  Co.,  Boston. 

Wilson,  Making  the  Most  of  Ourselves,  *$1.00.  A.  C.  Mc- 
Clurg  &  Co.,  Chicago. 

Hyde,  The  College  Man  and  the  College  Woman,  *$1.50. 
Houghton,  Mifflin  Co.,  Boston. 

Drysdale,  Helps  for  Ambitious  Girls,  75e.  T.  Y.  Crowell 
Co.,  New  York. 

Hillis,  A  Man's  Value  to  Society,  $1.20.  Fleming  H. 
Revell  Co.,  New  York. 

Hillis,  Great  Books  as  Life  Teachers,  $1.20.  Fleming  H. 
iJevell  Co.,  New  York. 

Henderson,  Social  Duties,  *$1.25.  University  of  Chicago 
Press,  Chicago. 

Mathews,  Getting  on  in  the  World,  *$1.50.  Scott,  Fores- 
man  &  Co.,  Chicago. 

Drysdale,  Helps  for  Ambitious  Boys,  75c.  T.  Y.  Crowell 
Co.,  New  York. 

Brown,  The  Modern  Man's  Religion,  *$1.00.  Pilgrim 
Press,  Boston. 

Daniels,  The  Furnishing  of  a  Modest  Home,  $1.00.  Atkin- 
son, Mentzger  &  Co.,  Chicago. 

Terrill,  Household  Management,  *$1.50.  American  School 
of  Home  Economics,  Chicago. 

Upton,  The  Standard  Operas,  $1.75.  A.  C.  McClurg  &  Co., 
Chicago. 

Upton,  The  Standard  Concert  Guide,  $1.75.  A.  C.  Mc- 
Clurg &  Co.,  Chicago. 

Henderson,  What  is  Good  Music?  *$1.00.  Charles  Scrib- 
ner's  Sons,  New  York. 

Bolton,  Poor  Boys  Who  Became  Famous,  $1.50.  T.  Y. 
Crowell  Co.,  New  York. 

Bolton,  Girls  Who  Became  Famous,  $1.§0.  T.  Y.  Crowell 
Co.,  New  York.  ^  275  ] 


THE  CHURCH  SCHOOL 

(See  Elmendorf,  *^Some  Things  a  Boy  of 
Seventeen  Should  Have  an  Opportunity  to 
Read/^  in  American  Monthly  Review  of  Re- 
views, 1903,  vol.  28,  p.  713,  and  Baldwin,  The 
Book  Lover,  $1.00,  A.  C.  McClurg  &  Co.,  Chi- 
cago. Chapter  XIII  gives  a  list  of  one  hundred 
Best  Books  for  Senior  and  Adult  reading.) 

4.  Eefeeence  Books  foe  Bible  Study 

a.  Old  Testament 

Hastings,  Dictionary  of  the  Bible,  *$5.00.    Charles  Scrib- 

ner's  Sons,  New  York. 
Smith,  Old  Testament  History,  $2.50.     Charles  Scribner's 

Sons,  New  York. 
Kent,  A  History  of  the  Hebrew  People,  2  vols.,  *$1.25  each. 

Charles  Scribner's  Sons,  New  York. 
Sayce,  The  Early  History  of  the  Hebrews,  *$2.25.     The 

Macmillan  Co.,  New  York. 
Kent,  Biblical  Geography  and  History,  •$1.50.     Charles 

Scribner's  Sons,  New  York. 
Houghton,  Hebrew  Life  and  Thought,  *$1.50.    University 

of  Chicago  Press,  Chicago. 
Cornill,  The  Prophets  of  Israel,  *$1.00.    Open  Court  Pub- 
lishing Co.,  Chicago. 

b.  Life  of  Christ 

Mathews,  History  of  New  Testament  Times  in  Palestine, 

*$1.00.    The  MacmiUan  Co.,  New  York. 
Sanday,   Outlines   of  the  Life  of  Christ,   *50c.     Charles 

Scribner's  Sons,  New  York. 
Stevens   and   Burton,   Harmony   of   the    Gospels,    *$1.00. 

Charles  Scribner's  Sons,  New  York. 
Schurer,  History  of  the  Jewish  People  in  the  Time  of  Jesus 

Christ,  *$8.00.    Charles  Scribner's  Sons,  New  York. 
The  Apocrypha,  Revised  Version,  75c.     Thomas  Nelson  & 

Sons,  New  York. 

[276] 


SENIOR  DEPARTMENT 

JosephuB,  Works,  one  volume,  $1.50.    E.  P.  Button  &  Co., 

New  York. 
Morrison,  The  Jews  Under  Rome,  *$1.50.     G.  P.  Putnam's 

Sons,  New  York. 
Edersheim,  Jewish  Social  Life,  *50c.     George  H.  Doran 

Co.,  New  York. 
Mackie,  Bible  Manners  and   Customs,  75c.     Fleming  H, 

Revell  Co.,  New  York. 
Stewart,  The  Land  of  Israel,  $1.25.     Fleming  H.  Revell 

Co.,  New  York. 
Delitzsch,  Jewish  Artisan  Life  in  the  Time  of  Jesus,  75c. 

Funk  &  Wagnalls  Co.,  New  York. 
Kent,  History  of  the  Jewish  People,  $1.25.    Charles  Scrib- 

ner's  Sons,  New  York. 
Edersheim,  Life  and  Times  of  Jesus  the  Messiah,  2  vols., 

$2.00  set.    Longmans,  Green  &  Co.,  New  York. 
Burton  and  Mathews,  Constructive  Studies  in  the  Life  of 

Christ,  *$1.00.    University  of  Chicago  Press,  Chicago. 
Weiss,  The  Life  of  Christ,  3  vols.,  *$6.75.     Charles  Scrib- 

ner's  Sons,  New  York. 
Gilbert,  The  Student's  Life  of  Jesus,  *50c.    George  H.  Do- 
ran Co.,  New  York. 
Gilbert,  Jesus,  '$1.50.    The  Macmillan  Co.,  New  York. 

c.  Apostolic  Age 

Gilbert,  Short  History  of  Christianity  in  the  Apostolic  Age, 
*$1.00.     University  of  Chicago  Press,  Chicago. 

Weinel,  St.  Paul,  the  Man  and  His  Work,  ^$2.50.     G.  P. 
Putnam's  Sons,  New  York. 

Taylor,  Peter,  the  Apostle,  $1.50.    Harper  &  Brothers,  New 
York. 

Ramsay,  St.  Paul  the  Traveller  and  the  Roman  Citizen, 
*$3.00.    G.  P.  Putnam's  Sons,  New  York. 

Purves,  Christianity  in  the  Apostolic  Age,  *$1.25.    Charles 
Scribner^s  Sons,  New  York. 

Ferris,  The  Formation  of  the  New  Testament,  *90c.    Amer- 
ican Baptist  Publication  Society,  Philadelphia. 

Von  Soden,  The  History  of  Early   Christian  Literature, 
$1.50.    G.  P.  Putnam's  Sons,  New  York. 

[277] 


THE  CHURCH  SCHOOL 

Fisber,   The  Beginnings   of   Christianity,  $2^.     Cliarl«i 

Scribner's  Sons,  New  York. 
Smith,  Historical  Geography  of  the  Holft  Land,  *$3.75. 

George  H.  Doran  Co.,  New  York. 
Hodge,  New  Testament  Authors  and  Their   Work,  *30c. 

A.  G.  Seller,  New  York. 
Stevens   and   Burton,   Harmony   of   the   Gospels    *$1.00. 

Charles  Scribner's  Sons,  New  York. 
Burton,  A  Short  Introduction  to  the  Gospels,  *$1.00.    V^i- 

versity  of  Chicago  Press,  Chicago. 


[278] 


Youna"  Men's  Class  for  Stiidv  and  Discussion. 


Class  of  young  men  meeting  for  Bible  studj' 


CHAPTER  X 
THE  ADULT  DEPARTMENT 

1.  Scope 

This  department  includes  all  persons  in  the 
church  school  who  are  over  twenty  years  of 
age. 

2.  Okganization 

The  Adult  Department  organization  should 
consist  of  a  superintendent,  secretaries,  and 
teachers  of  the  various  classes. 

The  Adult  Department  retains  but  one  of  the 
three  activities  of  the  church  school.  When  stu- 
dents from  the  Senior  Department  were  handed 
over  to  the  Adult  Department  at  twenty  years 
of  age  they  were  given  active  and  definite  work 
in  the  regular  societies  and  functions  of  the 
church.  From  this  time  on  the  regular  church 
services  will  provide  for  the  devotional  expres- 
sion, and  Brotherhoods,  Mission  Bands,  Aid 
Societies,  etc.,  will  furnish  adequate  channels 
for  carrying  the  religious  impulse  out  into  so- 
cial expression.  The  church  school  hands  the 
expressional  activity  over  to  the  church,  retain- 
ing only  the  work  of  instruction. 

Bach  class  should  maintain  a  very  simple 
class  organization,  but  under  no  circumstances 

[279] 


THE  CHURCH  SCHOOL 

should  an  adult  class  duplicate  the  machinery 
of  any  of  the  regular  organizations  of  the 
church. 

It  may  be  that  there  are  many  vestigial  or- 
ganizations attached  to  the  church  which  have 
sprung  into  being  to  serve  a  definite  purpose 
and  remain  bedecked  with  the  glory  of  their 
achievements  after  their  function  has  been  per- 
formed. These  organizations  must  find  new 
functions  or  be  disbanded  in  the  interest  of  an 
efficient  church.  The  church  should  clearly  de- 
fine its  mission  in  a  community  and  then  organ- 
ize and  maintain  just  such  societies  as  will 
contribute  to  its  mission.  The  church  school 
must  train  workers  to  carry  on  the  work  of 
these  societies. 

When  one  reads  the  report  of  an  adult  class 
demonstration  (such,  for  example,  as  the  one 
at  Philadelphia  reported  in  *^The  Sunday 
School  at  Work,"  pp.  163  to  179),  he  is  led  to 
wonder  what  there  was  left  for  a  church  to  do, 
or  who  would  be  left  to  do  it.  And  when  in 
succeeding  chapters  of  the  same  book '  he  reads 
of  the  advantages  of  the  federation  of  adult 
classes,  he  is  at  a  loss  to  know  how  there  could 
be  an  additional  federation  of  churches. 

The  organized  adult  class  should  confine  it- 
self to  the  instruction  which  is  needed  by  work- 
ers in  the  various  societies  maintained  by  the 
church.  On  the  other  hand,  the  organizations 
of  the  church  should  hand  over  to  the  adult  de- 
partment of  the  church  school  all  types  of  in- 

*  Pages  180  to  188. 

[280] 


ADULT  DEPARTMENT 

struction.     This   includes   the   missionary   io- 
cieties  and  social  service  groups. 

3.  The  Religious  Needs  of  an  Adult 

A  well  balanced  Christian  character  cannot 
be  maintained  without  the  cultivation  of  the  in- 
tellect, the  emotions  and  the  will.  Starbuck  has 
defined  Christianity  as  the  religion  of  whole- 
mindedness.  The  whole-minded  Christian  must 
know  God,  love  God,  and  obey  God.  Religion 
must  pass  from  belief,  through  the  affections, 
out  into  conduct.  The  diet  for  the  religious  life 
of  an  adult  must  include  food  for  his  intellect, 
food  for  his  emotions  and  food  for  his  will. 
The  classes  in  the  Adult  Department  of  the 
church  school  will  furnish  intellectual  food ;  the 
music  and  ritual  of  the  devotional  service  of 
the  church  together  with  the  edifying  sermon 
will  give  expression  to  the  emotions,  and  the 
social  service  program  of  the  church  will  carry 
the  religious  ideas  and  impulses  over  into  con- 
duct. 

Adult  class  workers  should  read  Coe,  ^^The 
Religion  of  a  Mature  Mind,'*  Cope,  ''The  Effi- 
cient Layman, *'  and  Wood,  ''Adult  Class 
Study. '*  These  books  give  clear  and  scholarly 
statements  of  the  psychology  of  the  adult  mind. 

The  church  must  help  the  adult  to  solve  his 
problems.  If  the  problems  are  intellectual  the 
church  must  go  into  the  philosophy  and  psy- 
chology of  religion,  primitive  and  comparative 
religion,  and  resolve  doubts  by  enlarging  the 
vision.     If  the  problems  are  practical,  social, 

[281] 


THE  CHURCH  SCHOOL 

the  church  must  study  the  ethics  of  Jesus,  the 
economics  of  the  kingdom  of  God  on  the  earth, 
etc.  In  other  words,  the  church  which  minis- 
ters to  the  spiritual  needs  of  men  and  women 
of  differing  temperaments,  education,  occupa- 
tions, social  stations,  etc.,  must  offer  a  large 
number  of  elective  courses  in  which  each  may 
find  help  for  his  particular  problems. 

4.  The  Kinds  of  Classes  Maintained 

There  will  be  in  every  school  many  men  and 
women  who  cannot  easily  be  interested  in  thor- 

a.  Variety  of  oughgoiug  study  courscs.  Busy 
Appeal  housewives,  hard-working  men  who 
^^fall  asleep  over  their  books'^  if  they  try  to 
study  at  the  close  of  a  day's  toil,  get  much 
profit  from  the  Auditorium  Class,  the  Men's 
Bible  Class,  or  the  Women's  Bible  Class,  etc. 
The  teaching  is  expository  in  style  and  ^^many 
helpful  thoughts  are  brought  out. ' ' 

There  are,  however,  many  people  who  cannot 
be  retained  in  such  classes  and  there  is  a  serv- 
ice which  by  their  very  nature  such  classes  can- 
not perform. 

To  meet  the  needs  of  the  various  types  of 
people  in  the  church  there  must  be  elective 

b.  An  Eiec-       courscs  covcriug  a  large  range  of 

tiVe  Program         gubjccts. 

The  classification  in  the  Adult  Department 
should  be  by  subjects  rather  than  by  age  or  sex. 
A  program  of  elective  studies  should  be  offered 
which  would  stimulate  the  entire  congregation 
to  study  and  investigation.     By  directing  tlw» 

[282] 


ADULT  DEPARTMENT 

reading  of  the  community  the  church  can  in  a 
large  measure  determine  the  ideals  of  the  com- 
munity. 

At  the  opening  of  each  year  the  Educational 
Committee  should  circulate  a  syllabus  setting 
forth  the  courses  which  could  be  offered  during 
the  year,  the  names  of  the  teachers,  time  classes 
would  meet,  etc.  Cards  can  then  be  sent  to  the 
members  of  the  church  asking  them  to  check  the 
subjects  which  they  are  willing  to  pursue  dur- 
ing the  coming  year.  These  cards  will  indicate 
the  courses  in  which  there  is  community  inter- 
est. Great  care  must  be  taken  to  find  leaders 
for  these  study  groups  who  will  be  able  to  ap- 
peal to  the  best  talent  in  the  church.  The 
classes  may  recite  on  Sunday  or  during  the 
week. 

5.  Elective  Courses 

The  following  will  indicate  the  wide  range  of 
elective s  from  which  choice  may  be  made  de- 
pending upon  the  local  needs,  available  faculty, 
etc.  The  Book  lists  are  suggestive  of  the  type 
of  literature  which  should  be  used  in  such 
classes. 

a.  Biblical  subjects.  A  large  number  of 
courses  are  available.  See  Wood's  Adult  Class 
Study,  75c.  (Pilgrim  Press,  Boston)  for  a  list- 
ing of  courses.  *^  Graded  Textbooks  for  the 
Modern  Sunday  School,''  sent  free  by  Reli- 
gious Education  Association,  Chicago,  contains 
annotated  lists  of  texts. 

b.  Teacher  training.  See  Chapter  XII  of 
this  volume. 

[283  J 


THE  CHURCH  SCHOOL 

c.  Social  Service.  See  pamphlet  on  ^'The 
Church  and  Social  Work/'  by  William  0. 
Easton,  Director  of  Instruction,  Central  Y.  M. 
C.  A.,  Philadelphia,  for  outlines  of  work  and 
valualDle  bibliography. 

d.  Philosophy  of  Religion 

Watson,  The  Philosophical  Basis  of  Religion,  *$3.00.  The 
Maemillan  Co.,  New  York. 

Hoffding,  The  Philosophy  of  Religion,  *$3.50.  The  Mae- 
millan Co.,  New  York. 

Royce,  The  Philosophy  of  Loyalty,  *$1.50.  The  Maemillan 
Co.,  New  York. 

Caird,  Introduction  to  the  Philosophy  of  Religion,  *$1.50. 
The  Maemillan  Co.,  New  York. 

Fairbairn,  The  Philosophy  of  the  Christian  Religion, 
*$3.50.    The  Maemillan  Co.,  New  York. 

Galloway,  The  Philosophy  of  Religion,  $2.50.  Chas.  Scrib- 
ner's  Sons,  New  York. 

e.  Psychology  of  Religion 

Coe,  The  Spiritual  Life,  $1.00.  Fleming  H.  Revell  Co., 
New  York. 

Jones,  Studies  in  Mystical  Religion,  *$3.50.  The  Maemil- 
lan Co.,  New  York. 

Inge,  Faith  and  its  Psychology,  *75c.  Charles  Scribner's 
Sons,  New  York. 

Pratt,  The  Psychology  of  Religious  Belief,  *$1.50.  The 
Maemillan  Co.,  New  York. 

Starbuck,  The  Psychology  of  Religion,  $1.50.  Charles 
Scribner's  Sons,  New  York. 

Steven,  The  Psychology  of  the  Christian  Soul,  *$1.50. 
George  H.  Doran  Co.,  New  York. 

Galloway,  Principles  of  Religious  Development,  *$3.00 
The  Maemillan  Co.,  New  York. 

Inge,  Christian  Mysticism,  *$2.50.  Charles  Scribner*s 
Sons,  New  York. 

James,  Varieties  of  Religious  Experience,  *$3.20.  Long- 
mans, Green  &  Co.,  New  York. 

[284] 


ADULT  DEPARTMENT 

Ames,    The  Psychology   of  Religious   Experience,    •$2.50. 

Houghton,  Mifflin  Co.,  Boston. 
Davenport,  Primitive  Traits  in  Religious  Revivals,  •$1.50. 

The  Macmillan  Co.,  New  York. 

f.  History  of  Christianity 

Moncrief,  A  Short  History  of  the  Christian  Church,  ♦$1.50. 
Fleming  H.  Revell  Co.,  New  York. 

Walker,  Great  Men  of  the  Christian  Church,  *$1.25.  Uni- 
versity of  Chicago  Press,  Chicago. 

Paton,  Christ  and  Civilisation.  National  Council  of  Evan- 
gelical Free  Churches,  London. 

Brace,  Gesta  Christi;  or,  A  History  of  Human  Progress 
Under  Christianity,  *$1.00.  George  H.  Doran  Co.,  New 
York. 

Clarke,  Events  and  Epochs  in  Religious  History,  $2.00. 
Houghton,  Mifflin  Co.,  Boston. 

Hurst,  A  Short  History  of  the  Christian  Church,  $3.00. 
Harper  &  Brothers,  New  York. 

g.  Christianity  and  Missions 

Dennis,  The  New  Horoscope  of  Missions,  *$1.00.  Fleming 
H.  Revell  Co.,  New  York. 

Hall,  Christ  and  the  Human  Race,  *$1.25.  Houghton,  Mif- 
flin Co.,  Boston. 

Clarke,  A  Study  of  Christian  Missions,  $1.25.  Charles 
Scribner's  Sons,  New  York. 

Slater,  Missions  and  Sociology,  Elliott  Stock,  London. 

Keen,  The  Service  of  Missions  to  Science  and  Society,  10c. 
American  Baptist  Foreign  Mission  Society. 

Wameck,  The  Living  Christ  and  Dying  Heathenism, 
*$1.75.    Fleming  H.  Revell  Co.,  New  York. 

Tenney,  Contrasts  in  Social  Progress,  85c.  E.  P.  Tenney, 
publisher,  Nahant,  Mass. 

Morrison,  New  Ideas  in  India  During  the  Nineteenth  Cen- 
tury, *$1.60.    The  Macmillan  Co.,  New  York. 

Jones,  India,  Its  Life  and  Thought,  *$1.00.  Geo.  H.  Do- 
ran Co.,  New  York. 

Okuma,  Fifty  Years  of  New  Japan,  *$7.50.  E.  P.  Dutton 
&  Co.,  New  York. 

[285] 


THE  CHURCH  SCHOOL 

Lang,  The  Expansion  of  the  Christian  Life.    Blackwood  & 

Sons,  London, 
King,  The  Moral  and  Religious  Challenge  of  Our  Times, 

*$1.50.     The  Maemillan  Co.,  New  York. 
Creighton,  Missions,   Their  Rise  and  Development,   *50c. 

Henry  Holt  &  Co.,  New  York. 
Zwemer,  Unoccupied  Mission  Fields  of  Africa  and  Asia, 

$1.00.    Student  Volunteer  Movement,  New  York. 
Johnston,  The  Opening  up  of  Africa,  *50e.    Henry  Holt  & 

Co.,  New  York. 

h.  History  of  Moral  and  Religious  Education 

Laurie,    Historical    Survey    of    Pre-Christian    Education, 

*$2.00.    Longmans,  Green  &  Co.,  New  York. 
Monroe,  A  Text-Book  in  the  History  of  Education,  *$1.90. 

The  Maemillan  Co.,  New  York. 
Hoyt,  Studies  in  the  History  of  Modern  Education,  *$1.50. 

Silver,  Burdett  &  Co.,  New  York. 
Symonds,  A  Short  History  of  the  Renaissance  in  Italy, 

*$1.75.    Henry  Holt  &  Co.,  New  York. 
Adams,  The  Church  and  Popular  Education,  50c.     Johns 

Hopkins  Press,  Baltimore. 
Browning,   Introduction    to    the   History    of   Educational 

Theories,  *50c.    A.  S.  Barnes  &  Co.,  New  York. 

i.  Comparative  Religion 

Jevons,  Comparative  Religion,  *$1.50.    The  Maemillan  Co., 

New  York. 
Brinton,  Religions   of  Primitive  Peoples,   *$1.50.     G.   P. 

Putnam^s  Sons,  New  York. 
De  Groot,  The  Religion  of  the  Chinese,  $1.25.     The  Mae- 
millan Co.,  New  York. 
Clark    University    Lectures,    China    and    the    Far    East, 

**$2.00.    T.  Y.  Crowell  Co.,  New  York. 
Rhys-Davids,    Buddhism:    Its    History    and    Literature, 

*$1.50.     G.  P.  Putnams'  Sons,  New  York. 
Menzies,  A  History  of  Religion,   *$1.50.     Charles  Scrib- 

ner's  Sons,  New  York. 
Ragozin,  Vedic  India,  *$1.50.    G.  P.  Putnam's  Sons,  New 

York. 

[286] 


ADULT  DEPARTMENT 

Oldenberg,  Buddha.    Maclehose  &  Sons,  Glasgow. 
Steindorff,  Religion  of  the  Ancient  Egyptians,  *$1.50.    G. 

P.  Putnam's  Sons,  New  York. 
Ragozin,   Media   and  Babylon,   *$1.50.      G.   P.    Putnam's 

Sons,  New  York. 
Peters,  Early  Hebrew  Story,  *$1.25.    G.  P.  Putnam's  Sons, 

New  York. 
Moore,  History  of  Religions,  *$2.50.     Charles   Scribner's 

Sons,  New  York. 
Boas,  The  Mind  of  Primitive  Man,  *$1.50.     The  Macmillan 

Co.,  New  York. 
Webster,  Primitive  Secret  Societies,  *$2.00.     The  Macmil- 
lan Co.,  New  York. 
Giles  and  others,  Great  Religions  of  the   World,  *$2.00. 

Harper  &  Brothers,  New  York. 

j.  Theory  of  Moral  and  Religious  Education 

MacCunn,  The  Making  of  Character,  *$1.25.  The  Mac- 
millan Co.,  New  York. 

Adler,  The  Moral  Instruction  of  Children,  $1.50.  D.  Ap- 
pleton  &  Co.,  New  York. 

Dewey,  Moral  Principles  in  Education,  *35c.  Houghton, 
Mifflin  Co.,  Boston. 

Mark,  Individuality  in  American  Education,  *$1.50.  Long- 
mans, Green  &  Co.,  New  York. 

Rugh  and  others.  Moral  Training  in  the  Public  Schools, 
♦$1.50.     Ginn  &  Co.,  Boston. 

Sadler,  Moral  Instruction  and  Training  in  Schools,  2  vols., 
*$1.50  each.    Longmans,  Green  &  Co.,  New  York. 

Spiller,  Papers  on  Moral  Education  Communicated  to  the 
First  International  Moral  Education  Congress.  David 
Nutt,  London. 

Coe,  Education  in  Religion  and  Morals,  *$1.35.  Fleming 
H.  Revell  Co.,  New  York. 

Home,  The  Psychological  Principles  of  Education,  *$1.75. 
The  Macmillan  Co.,  New  York. 

k.  Church  Administration 
Church  polity,  duties  of  officers,  finance,  etc. 
Such  a  book  as  Mathews'  '^Scientific  Manage- 

[287] 


THE  CHURCH  SCHOOL 

ment  in  the  Churches"  (50c.,  University  of 
Chicago  Press)  might  introduce  a  course  of 
this  kind.   , 

1.  Missionary     Countries     and     Missionary 
Biography 

Jaekel,  The  Lands  of  the  Tamed  Turk,  $2.50.  L.  C.  Page 
&  Co.,  Boston. 

Lindsay,  Cuba  and  Her  People  Today,  $3.00.  L.  C,  Page 
&  Co.,  Boston. 

Goodrich,  The  Coming  China,  *$1.50.  A.  C.  McClurg  & 
Co.,  Chicago. 

Clement,  Handbook  of  Modern  Japan,  *$1.40.  A.  C.  Mc- 
Clurg &  Co.,  Chicago. 

Ober,  Our  West  Indian  Neighbors,  *$2.00.  James  Pott  & 
Co.,  New  York. 

Winter,  Chile  and  Her  People  of  Today,  $3.00.  L.  C.  Page 
&  Co.,  Boston. 

Holderness,  Peoples  and  Problems  of  India,  *50c.  Henry 
Holt  &  Co.,  New  York. 

Walker,  Great  Men  of  the  Christian  Church,  *$1.25.  Uni- 
versity of  Chicago  Press,  Chicago. 

Graeey,  Eminent  Missionary  Women,  75c.  Methodist  Book 
Concern,  New  York. 

Blaikie,  The  Personal  Life  of  David  Livingstone,  50c. 
Fleming  H.  Revell  Co.,  New  York. 

McDowell  and  others.  Effective  Workers  in  Needy  Fields, 
50c.    Student  Volunteer  Movement,  New  York. 

Beach,  Knights  of  the  Labarum,  25c.  Student  Volunteer 
Movement,  New  York. 

m.  Religious  Art 

Puffer,  The  Psychology  of  Beauty,  *$1.25.  Houghton,  Mif- 
flin Co.,  Boston. 

Coffin,  How  to  Study  Pictures,  *$2.00.  Century  Co.,  New 
York. 

Noyes,  The  Enjoyment  of  Art,  •$1.00.  Houghton,  MiflQin 
Co.,  Boston. 

[288] 


ADULT  DEPARTMENT 

Gordon,  Esthetics,  *$1.50.    Henry  Holt  &  Co.,  New  York. 
Singleton,    Great   Pictures   Described    by    Great    Writers, 

$1.60.    Dodd,  Mead  &  Co.,  New  York. 
Addison,  The  Art  of  the  Dresden  Gallery,  *$2.00.     L.  C. 

Page  &  Co.,  Boston. 
Bailey,  The  Great  Painters'  Gospel,  $2.00.     W.  A.  Wilde 

Co.,  Boston. 

n.  Sacred  Music 

The  music  leaders  of  the  church  must  come 

from  this  class. 

Lorenz,  Practical  Church  Music,  *$1.50.    Fleming  H.  Rev- 

eU  Co.,  New  York. 
Mason,  A  Guide  to  Music,  *$1.25.    Doubleday,  Page  &  Co., 

Garden  City,  N.  Y. 
Butterworth   and  Brown,    The  Story   of   the  Hymns   and 

Tunes,  $1.50.    American  Tract  Society,  New  York. 
Mason,    The  Appreciation   of   Music,   $1.50.     Doubleday, 

Page  &  Co.,  Garden  City,  N.  Y. 

o.  Parents'  Problems 

In  connection  with  the  discussion  of  the  va- 
rious departments  of  the  church  school  in  this 
volume  there  is  listed  a  number  of  books  for 
parents  of  children  in  the  various  grades. 
Many  of  these  are  suitable  for  texts  in  parents ' 
classes.  St.  John,  ''Child  Nature  and  Child 
Nurture''  (50c.,  Pilgrim  Press,  Boston)  is  a 
splendid  introductory  book  for  a  class  of  this 
character.  See  book  lists  accompanying  Chap- 
ters IV-XI. 

p.  Child  Psychology 

Books  on  this  subject  are  listed  elsewhere  in 
this  volume. 

[289] 


THE  CHURCH  SCHOOL 

6.  The  Church  College 

It  will  often  be  advisable  to  group  the  courses 
into  four  years  of  prescribed  work,  with  oppor- 
tunity for  graduate  study.  Churches  entering 
upon  definite  social  service  programs  will  find  a 
church  college  necessary  to  give  the  background 
of  information  needed  to  sustain  and  give  in- 
telligent direction  to  the  work. 

The  Year  Books  of  St.  Bartholomew's  Par- 
ish, New  York,  Westminster  Presbyterian 
Church,  Buffalo,  N.  Y.,  and  St.  George's 
Church,  New  York,  show  the  tendency  of  the 
modern  church  to  meet  adequately  the  educa- 
tional and  social  needs  of  society.  The  Rich- 
mond Avenue  Church  of  Christ,  Buffalo,  N.  Y., 
offers  courses  in  Church  Finance,  Church 
Evangelism,  Missions,  Community  Service, 
Bible  School  Problems,  Church  Polity. 

It  is  important  that  the  work  of  the  Adult 
Department  be  thoroughgoing.  Standard  text- 
books should  be  studied  and  the  courses  should 
cover  sufficient  time  to  insure  a  mastery  of  the 
themes  under  discussion. 

7.  Class  Loyalty 

There  should  be  developed  in  every  church 
school  a  number  of  men  and  women  who  are  ex- 
perts in  their  subjects.  Teaching  the  same 
courses  from  year  to  year  they  develop  power 
and  skill  in  their  respective  fields.  Students 
should  not  be  expected  to  take  the  same  course 
over  from  year  to  year.    The  loyalty  should  be 

[290] 


ADULT  DEPARTMENT 

to  the  subject  matter,  rather  than  to  the  class 
or  teacher. 

The  classes  should  be  kept  small  so  that  ef- 
ficient work  can  be  done.  When  the  group 
grows  beyond  thirty  it  ceases  to  be  a  class  and 
becomes  an  audience;  the  teacher  ceases  to 
teach  and  begins  to  preach.  Large  classes  are 
not  complimentary  to  either  the  teacher  or  the 
school.  The  best  interests  of  individual  pupils 
require  classes  small  enough  for  individual  su- 
pervision and  frequent  recitations  from  stu- 
dents. The  efficiency  of  a  church  school  is  often 
in  inverse  ratio  to  the  size  of  its  statistical  re- 
port. A  school  should  grow  no  faster  than  its 
supply  of  trained  teachers  increases. 

8.  The  Sunday  Pkogkam 

Those  classes  of  the  adult  department  which 
recite  on  Sunday  should  assemble  one  hour  be- 
fore the  regular  Sunday  morning  service. 
After  a  very  brief  devotional  service  they 
should  be  dismissed  to  their  various  classes  for 
the  weekly  lesson.  From  the  individual  class- 
rooms they  will  adjourn  to  the  morning 
worship  of  the  congregation.  The  Adult 
Department  should  have  its  own  assembly,  not 
uniting  with  the  other  departments  of  the 
church  school. 


[291] 


CHAPTER  XI 
THE  HOME  DEPARTMENT 

1.  Scope  and  Okganization 

The  work  of  the  Home  Department  will  di- 
vide itself  into  two  divisions:  (1)  supervising 
the  home  work  of  those  taking  courses  in  any 
grade  of  the  church  school,  looking  after  ab- 
sentees from  the  departments,  etc.,  and  (2)  pro- 
viding and  supervising  reading  courses  for 
those  who  are  unable  to  attend  the  church 
school.  The  organization  of  the  department 
would,  therefore,  be  as  follows : 

a.  General  superintendent 

b.  Supervisors  of  home  work  of  children.  At 
least  one  person  should  be  selected  from  each 
department  of  the  church  school.  These  work- 
ers would  attend  the  regular  sessions  of  the 
department,  be  present  at  the  department 
teachers  *  meetings  and  study  the  needs  of  their 
respective  departments  so  that  they  could  intel- 
ligently supervise  the  home  work  and  give  the 
parents  an  intelligent  appreciation  of  what  the 
school  is  trying  to  do  for  the  children.  Parents 
may  be  induced  to  take  the  same  work  which 
their  children  are  taking,  the  work  being,  of 
course,  on  a  higher  level.    This  would  give  in- 

[292] 


HOME  DEPARTMENT 

telligent  parental  direction  to  the  work  of  the 
children. 

c.  Supervisors  of  home  study  courses  for 
adults.  Many  adults  cannot  attend  the  church 
school  and  others  are  interested  in  courses 
which  the  school  cannot  provide.  One  pastor 
reports  that  he  has  secured  the  reading  of  over 
135,000  pages  of  religious  literature  during  the 
past  two  years  by  means  of  such  an  organiza- 
tion of  the  Home  Department  of  the  church 
school.  The  following  report  blank  suggests  a 
method  of  supervising  and  crediting  this  home 
reading : 

Roll  Number Date  enrolled 191. . 

Name  of  Reader 

Name  of  Book 

Read  carefully  and  with  open  mind. 

For  books  borrowed  from  the  superintend- 
ent a  fine  of  5c.  will  be  charged  for  each  week  or 
fraction  thereof  that  the  book  is  kept  after 
191 

Credit  will  be  given  only  to  those  who  answer 
the  following  questions: 

1.  When  did  you  begin  the  reading? 191. . 

2.  When  did  you  finish  the  reading? 191. . 

3.  Did  you  find  the  book  too  difficult? 

4.  In  what  way  was  the  book  most  helpful  to  you  7     (Do 
not  use  more  than  fifty  words  in  this  answer) 

5.  Give  in  this  space  your  opinion  of  the  book 

I  have  read  carefully  the  above-named  book  and  have 

given  the  answers  to  the  best  of  my  ability. 

Signed 

Residence 

Date 

[293] 


THE  CHURCH  SCHOOL 

2.  Supervision  of  the  Home  Work  of  Children 
Those  who  supervise  the  home  work  of  chil- 
dren are  able  to  enter  the  homes  of  the  com- 
munity because  of  an  interest  in  the  children. 
These  workers  take  a  survey  of  the  home  en- 
vironment of  the  children,  interest  parents  in 
the  classes  in  the  Adult  Department  of  the 
church  school,  and  also  give  them  an  insight 
into  the  plans  and  purposes  of  the  classes  in 
which  their  children  are  enrolled. 

The  Cradle  Eoll  workers  belong  to  this 
group,  giving  their  attention  to  children  under 
four  years  of  age.  Other  Home  Department 
workers  continue  the  supervision  through  the 
departments  of  the  church  school. 

The  book  lists  connected  with  the  different 
departments  in  this  volume  should  be  familiar 
to  the  workers  in  this  department.  In  addition 
to  these  lists  the  following  books  will  be  found 
helpful. 

1.  Books  for  Mothers  and  Fathers  to  Use  in 
Sex  Instruction 

Talmey,   Genesis,    *$1.50.     Practitioners'    Publishing    Co., 
New  York. 

A  manual  for  the  instruction  of  children  in  matters 
sexual.  Part  One  deals  with  general  lessons,  for  par- 
ents, teachers,  doctors,  etc.,  and  Part  Two  gives  les- 
sons of  instruction  as  they  would  apply  to  children  of 
ages  from  infancy  to  eighteen  years  of  age. 

Lowry,  Confidences,  *50e.    Forbes  &  Co.,  Chicago. 

The  story  of  the  renewal  of  life  told  first  from  the 
standpoint  of  the  flowers  and  birds  and  then  of  the 
mother  and  baby.    For  younger  children. 

[  294  ] 


HOME  DEPARTMENT 

Latimer,  Girl  and  Woman,  $1.50.    D.  Appleton  &  Co.,  New 
York. 

An  excellent  book  for  mothers  and  daughters.    Simple 
but  good  authority  from  a  medical  standpoint. 
Trewby,  Healthy  Boyhood,  *40c.    Longmans,  Green  &  Co., 
New  York. 

A   simple   and   positive   talk   on   the    importance   of 
healthy  boyhood. 
Hall,  Biology,  Physiology  and  Sociology  of  Reproduction, 
$1.00.    Wynnewood  Publishing  Co.,  Chicago. 

A  little  more  technical  than  "From  Youth  to  Man- 
hood," but  will  be  very  helpful  for  fathers  and  teach- 
ers of  average  intelligence.  Best  for  middle  and  later 
adolescence. 
Zenner,  Education  in  Sexual  Physiology  and  Hygiene, 
*$1.00.    Stewart  and  Kidd  Co.,  Cincinnati,  Ohio. 

This  book  is  written  by  a  physician  for  the  purpose 

of  preventing  disease.     First  part,  lectures  to  school 

children   and   college   boys;   second   part,  lectures   to 

teachers  and  parents. 

Henderson,  Eighth  Year  Book  of  the  National  Society  for 

the  Study  of  Education,  2  parts,  each  75c.     University 

of  Chicago  Press,  Chicago. 

2.  Books    on    the    Care    and    Training    of 

Children 

Shearer,    The    Management    and    Training    of    Children, 
*$1.50.    The  Macmillan  Co.,  New  York. 

A  very  great  help  for  earnest  parents  in  the  manage- 
ment and  training  of  their  children. 
Harrison,  A  Study  of  Child  Nature,  $1.00.     Chicago  Kin- 
dergarten College,  Chicago. 

A  series  of  talks  to  mothers  and  teachers  on  the  train- 
ing of  the  child  during  his  first  years  of  life.  Dis- 
cussed from  the  threefold  standpoint  of  body,  mind 
and  soul. 
"Weigle,  The  Pupil  and  the  Teacher,  *50c.  George  H.  Doran 
Co.,  New  York. 
Written  for  the  teacher,  but  especially  helpful  to  the 

[295] 


THE  CHURCH  SCHOOL 

parent  who  wants  to  know  and  understand  the  natural 
development  of  children. 
St.  John,  Child  Nature  and  Child  Nurture,  *50c.    Pilgrim 
Press,  Boston. 

A  little  book  for  parents^  classes,  mothers'  clubs,  train- 
ing classes  for  teachers  of  young  children  and  for 
home  study. 

DuBois,  The  Natural  Way  in  Moral  Training,  $1.25.  Flem- 
ing H.  Revell  Co.,  New  York. 

The  book  is  written  from  the  standpoint  of  "child  nur- 
ture" and  discusses  from  this  standpoint  nurture  by 
atmosphere,  light,  food  and  exercise.  Someone  has 
called  it  a  book  of  "spiritual  hygiene." 

Key,  The  Century  of  the  Child,  *$1.50.     G.  P.  Putnam's 
Sons,  New  York. 

This  book  deals  with  the  child's  education  from  the 
standpoint  of  heredity,  environment,  the  home,  and 
the  child's  religious  instruction. 

Hodges,  The  Training  of  Children  in  Religion,  *$1.50.  D. 
Appleton  &  Co.,  New  York. 
Very  good  for  the  mother  to  have  when  the  child  be- 
gins to  ask  the  first  questions  concerning  God.  Con- 
tains a  good  chapter  on  prayer  and  its  influence  in 
child  life. 

Rishell,  The  Child  as  God's  Child,  75c.     Methodist  Book 
Concern,  New  York. 

This  book  assumes  that  the  child  is  always  God's  child 
and  is  a  plea  for  the  religious  rights  of  the  child. 
Very  good  for  both  parents  and  church-school  teachers. 

Abbott,  Gentle  Measures  in  the  Management  and  Training 
of  the  Young,  $1.25.  Harper  &  Brothers,  New  York. 
The  principles  on  which  a  firm  parental  authority  may 
be  established  and  maintained,  without  violence  or 
anger,  and  the  right  development  of  the  mental  and 
moral  capacities  be  promoted  by  methods  in  harmony 
with  the  structure  and  character  of  the  juvenile  mind. 
A  very  valuable  book. 

[296] 


HOME  DEPARTMENT 

3.    SuPEEVISIOiSr  OF  THE  HoME  WoKK  OF  AdULTS 

This  phase  of  the  home  department  work 
seeks  to  increase  the  study  of  God^s  Word 
among  persons  not  enrolled  in  the  church 
school.  Rev.  E.  Morris  Fergusson  gives  a 
splendid  treatment  of  this  part  of  the  Home 
Department  in  *  *  The  Sunday  School  at  Work, '  * 
pp.  239  to  263.  Chapter  V  in  Irving  King's 
*^ Education  for  Social  Efficiency''  should  be 
read  by  all  Home  Department  workers.  Pro- 
fessor Votaw's  survey  of  *^  Progress  of  Moral 
and  Religious  Education  in  the  American 
Home"  is  of  inestimable  value  to  workers  in 
this  department. 

The  scope  of  this  department  must  be  as  wide 
as  the  church  school,  and  reading  and  exten- 
sion courses  should  be  provided  for  those  who 
wish  to  do  systematic  reading  under  the  direc- 
tion of  the  church.  The  church  that  can  deter- 
mine the  books  circulated  in  a  community  will 
eventually  determine  the  ideals  of  the  com- 
munity. 


[297] 


CHAPTER  XII 

THE  TEACHER  TRAINING  DEPART- 
MENT 

The  entire  church  should  be  in  the  church 

school  studying  the  various  problems  pertain- 

^    ,.,  ins:  to  the  welfare  of  the  Kingdom, 

I.  Candidate  i      ^  x  i_  xi        x-  J 

^r  Teacher  but  uot  evcryoue  has  the  time  and 
ability  to  prepare  for  the  teaching 
service  of  the  church  school.  Small  classes  of 
persons  having  peculiar  fitness  for  teaching 
should  be  selected  and  specially  trained  in  the 
science  and  art  of  teaching  religion. 

It  must  be  recognized  that  only  thorough- 
going, substantial  work  will  increase  the  effi- 
2.  Require-  cieucy  of  teachers.  Catechization, 
Tercher""^  memory  drills,  and  convention  en- 
Training  thusiasm  are  not  substitutes  for 
hard  study,  and  real  practice  under  criticism. 
It  requires  much  hard  study  to  become  a  trained 
teacher.  A  teacher  should  own  or  at  least  read 
many  books. 

Every  teacher  should  continue  his  study  as 
long  as  he  continues  his  class.     There  is  no 

,  ^    ^  ,    better  mark  of  a  good  teacher  than 

^.  A    Teacher  s 

Growing  a  growiug  library  of  good  books. 

Through  reading  circles,  week-day 

classes,  monthly  meetings  for  review  of  new 

[298] 


Class  of  young  women.  This  attractive  room  is  al^undantly 
supplied  with  all  necessary  equipment  and  is  free  from 
interruption. 


A  primary  superintendent  training  her  group  of  assistants. 


TEACHER  TRAINING 

books,  etc.,  the  teacher  may  be  encouraged  in 
the  study  of  the  problems  of  his  class  and  the 
school. 

The  teacher  ^s  library  should  be  well  bal- 
anced. To  begin  with,  every  teacher  should 
own  a  self-pronouncing  American  Revised 
Bible,  a  standard  one-volume  dictionary  of  the 
Bible,  one  good  book  on  the  child  and  one  on 
organization  and  management,  and  one  or  more 
special  books  on  the  department  in  which  the 
teacher  works.  To  this  initial  library  the 
teacher  should  add  two  or  three  good  books 
each  year,  selecting  them  from  the  various 
fields  of  child  study,  methodology  and  subject 
matter. 

In  addition  to  his  professional  growth  a 
teacher  should  provide  for  his  general  culture 
by  reading  books  on  church  history,  missions, 
etc. 

The  minimum  equipment  for  a  teacher- 
training  class  should  be : 

a.  One  set  of  accurate  maps  of 
foA^'xeSV     biblical  lands 

Training  Class  ^      q^^  blackboard 

c.  One  dictionary  of  the  Bible 

d.  At  least  fifteen  volumes  of  reference 
books  suited  to  the  subject  studied 

e.  A  separate  classroom 

a.  Two  years'  course  in  local  school.  Each 
local  church  school  should  maintain  training 
5.  Courses  of  classes  within  the  regular  session  of 
Trafning*^  ^^^  school.    It  must  bc  kept  in  mind 

Classes  ^^^^     tcachcr     training     requires 

[299] 


THE  CHURCH  SCHOOL 

knowledge,  observation  and  practice,  and  an 
adequate  course  of  training  must  provide  for 
all  these  elements.  The  following  course  is 
recommended : 

(1)  The  course  should  include  a  definite 
number  of  units  of  work/  A  unit  is  one  recita- 
tion hour  of  not  fewer  than  forty-five  minutes 
in  length,  based  on  a  lesson  assignment  requir- 
ing a  minimum  of  two  hours  for  the  lesson 
preparation. 

(2)  The  units  should  be  distributed  over 
three  fields  as  follows: 

(a)  Biblical. 

(b)  Child  psychology,  principles  and  meth- 
ods of  teaching,  with  provision  for  observation 
and  practice  teaching.  If  the  course  is  spread 
over  two  years  there  will  be  several  Sundays  in 
each  year  available  for  observation  and  prac- 
tice work. 

(c)  Organization  and  management.  Not 
more  than  half  of  the  units  should  be  selected 
from  any  one  field,  the  other  portion  being  di- 
vided between  two  remaining  fields. 

b.  An  Advanced  Course  of  Two  Years, 
Large  church  schools.  City  Institutes  and 
schools  of  methods  will  be  able  to  extend 
the  teacher's  preparation  two  additional 
years. 

For    this    course    additional    units  are    re- 

*  The  usual  number  at  present  for  this  preliminary  course 
is  50  units.  There  is  some  discussion  as  to  the  advisability  of 
increasing  the  number.  In  the  opinion  of  the  author  the  num- 
ber should  be  raised  to  80  units. 

[300] 


TEACHER  TRAINING 

quired/    The  course  should  be  distributed  over 
three  fields,  as  follows: 

(1)  Material  of  instruction  elected  from 

(a)  Biblical  studies. 

(b)  Missions,  including  missionary  biog- 
raphy. 

(c)  Church  history. 

(d)  History,  philosophy  and  psychology  of 
religion. 

(e)  Christian  ethics. 

(2)  Religious  education,  including  special 
methods  for  departmental  work,  with  provision 
for  observation  and  practice  teaching. 

(3)  Organization  and  administration. 

Not  more  than  half  of  these  units  should  be 
elected  from  any  one  field,  the  other  portion 
being  divided  between  the  two  remaining  fields. 

c.  A  Collegiate  Course  in  Religious  Educa- 
tion. All  church  colleges  should  be  urged  to 
offer  regular  credit  courses  in  religious  edu- 
cation for  the  purpose  of  furnishing  leaders 
for  the  training  work  in  the  local  churches  and 
city  institutes  of  religious  education.  The  work 
should  be  distributed  among  the  following  sub- 
jects : 

Biblical  introduction,  history  and  literature; 
organization  and  methods  of  religious  educa- 
tion ;  theory  and  history  of  religious  and  moral 
education;  and  selected  courses  in  comparative 
religion,  church  history,  ethics,  etc. 

Many  colleges  now  have  an  arrangement  by 
which  they  cooperate  with  the  State  Board  of 

'Here  again,  the  author  would  recommend  80  units. 

[301] 


THE  CHURCH  SCHOOL 

Education  in  preparing  teachers  to  fulfil  the 
requirements  for  a  State  Teacher's  Certificate. 
An  analagous  plan  might  well  be  worked  out 
between  the  college  and  the  denominational 
agencies  for  religious  education,  to  prepare  col- 
lege students  for  places  of  lay  leadership  in  the 
churches/ 

Textbooks  for  all  teacher-training  courses 
should    be     standard,     though    non-technical, 

n.^   XT  works,   giving  clear   and  adequate 

6.  The  Nature  '  n      it  j.       '  t  j 

of  the  surveys    oi    the    topics    discussed, 

Textbooks  .^  i         n  i        > 

even  though  lewer  topics  are 
studied.  The  biblical  courses,  for  example, 
should  consist  of  an  intensive  study  of  some 
section  of  the  Bible  with  special  regard  to  the 
use  of  the  Bible  in  teaching;  e.  g.,  Old  Testa- 
ment, the  Life  of  Christ,  or  the  Apostolic  Age. 
The  class  should  be  so  taught  as  to  develop  the 
capacity  to  investigate,  to  use  reference  books, 
dictionaries,  maps,  etc.  A  year  spent  on  some 
good  standard  text  in  some  of  these  fields  would 

*An  arrangement  of  college  subjects  is  here  suggested.  Out 
of  the  120  hours  required  for  a  baccalaureate  degree  thirty- 
hours  of  work  in  subjects  related  to  religious  education  may 
be  selected,  as  follows: 

(1)  Biblical  Introduction,  History  and  Literature,  8  hours. 

(2)  Organization  and  Methods  of  Eeligious  Education,  6 
hours. 

(3)  Theory  and  History  of  Eeligious  and  Moral  Education, 
8  hours. 

(4)  Electives  selected  from:  Comparative  Religion,  Church 
History,  Psychology  and  Philosophy  of  Religion,  Social  Teach- 
ings of  Jesus,  Sacred  Music,  History  of  Christian  Missions,  S 
hours. 

[302] 


TEACHER  TRAINING 

give  a  rich  fund  of  biblical  knowledge  and  fur- 
nish a  method  of  study  for  all  future  years. 

In  like  manner,  a  knowledge  of  child  psychol- 
ogy and  pedagogy  cannot  be  secured  in  a  single 
year,  but  the  study  may  be  so  prosecuted  dur- 
ing the  year  as  to  introduce  the  student  to  the 
rich  field  of  investigation  and  give  a  knowledge 
of  the  literature  of  the  subject  for  future  years 
of  study. 

This  plan  is  designed  to  develop  a  teaching 
force  for  the  future.  The  present  teachers  at- 
7.  Source  of  tend  workcrs  *  conferences  and 
Trafning  ^°^  some  of  thcm  may  be  induced  to 
Classes  jqjjj  classcs  which  meet  during  the 

week,  but  the  teachers  of  the  future  are  in  the 
Sunday  school  of  today.  This  plan  proposes 
that  certain  classes  specialize  in  the  Senior  and 
Adult  Departments  and  that  students  prepar- 
ing to  be  teachers  enter  special  classes  in  bib- 
lical or  professional  subjects  instead  of  the 
other  classes  maintained  by  the  departments. 

A  four  years'  course  of  study  might  be  so 
planned  as  to  enable  a  student  to  do  all  the 
work  required  for  both  the  certificate  and  the 
diploma  without  greatly  multiplying  classes,  or 
requiring  many  additional  teachers.  The  regu- 
lar biblical  lessons  in  the  graded  courses  for 
the  advanced  grades  are  entirely  adequate  as  a 
basis  for  the  teacher-training  class,  though 
this  work  should  be  supplemented  by  special 
study  of  the  value  of  different  kinds  of  biblical 
material  for  purposes  of  teaching. 

Every  church  should  select  from  its  member- 

[303] 


THE  CHUECH  SCHOOL 

ship  those  young  people  who  have  the  peculiar 
graces  of  mind  and  heart  which  would  fit  them 
to  become  superior  church-school  teachers. 
These  young  people  should  be  shown  the  dig- 
nity of  the  teaching  service  of  the  church. 
They  should  be  made  to  feel  that  to  be  selected 
as  one  worthy  to  be  the  teacher  of  the  childhood 
of  the  congregation  is  the  highest  honor  which 
could  come  to  a  member  of  any  church.  They 
should  be  made  to  feel  that  their  talents  are 
God-given.  They  should  be  made  to  feel  that 
they  have  been  called  to  the  teaching  service  of 
the  church.  The  dedication  of  their  lives  to  this 
great  task  of  religious  education  should  be 
made  the  occasion  of  special  service  on  the  part 
of  the  church.  A  formal  service  of  dedication 
should  be  held  at  the  regular  church  hour. 
The  prospective  teachers  should  pledge  their 
lives  to  the  religious  nurture  of  the  children  of 
the  congregation  and  the  congregation  should 
formally  pledge  to  support  the  teachers  with 
their  sympathy,  and  with  all  the  funds  neces- 
sary to  prepare  for  their  work  and  adequately 
to  carry  it  forward  when  their  training  course 
is  completed.  This  service  is  akin  to  the  ordi- 
nation service  of  the  ministers.  Its  effect  is 
very  marked  upon  both  the  teachers  and  the 
church. 

Young  people  from  seventeen  to  twenty- 
three  years  of  age  are  usually  most  satisfactory 
members  of  such  a  training  class.  The  pastor, 
superintendent  and  church  board  must  use 
great  care  in  selecting  the  personnel  of  the 

[304] 


TEACHER  TRAINING 

training  class.  While  none  should  be  excluded 
who  have  a  desire  to  prepare  to  teach,  the  mat- 
ter must  not  be  allowed  to  go  by  default.  Some 
one  must  give  this  matter  personal  attention. 
A  class  thus  selected  and  thus  dedicated  to  their 
special  work  will  pursue  a  four  years'  course 
with  earnestness  and  they  will  develop  into  ef- 
ficient teachers  of  the  youth  of  the  church. 

AN     OKDEK    OF     SEKVICE    FOR    THE    DEDICATION     OF 

YOUNG  PEOPLE  TO  THE  TEACHING  SERVICE 

OF  THE  CHURCH 

The  sermon  of  the  morning  should  place  the 
child  in  the  midst  of  the  congregation  and 
8.  A  Dedica-  stress  the  importance  of  Christian 
tion  Service  nurture.  At  the  close  of  the  service 
those  who  are  to  assume  the  responsibilities  of 
teachers  of  the  youth  of  the  church  will  assem- 
ble before  the  minister  for  a  consecration  serv- 
ice.   The  following  service  is  suggested: 

Prayer  (hy  pastor  or  congregation) .  The  following  prayer 
by  Walter  Rauschenbusch  ^  would  be  a  beautiful  intro- 
duction to  this  service: 

"We  implore  thy  blessing,  0  God,  on  all  the  men 
and  women  who  teach  the  children  and  youth  of 
our  nation,  for  they  are  the  potent  friends  and 
helpers  of  our  homes.  Into  their  hands  we  daily 
commit  the  dearest  that  we  have,  and  as  they  make 
our  children,  so  shall  future  years  see  them. 
Grant  them  an  abiding  consciousness  that  they  are 
co-workers  with  thee,  thou  great  teacher  of  hu- 
manity, and  that  thou  hast  charged  them  with  the 
holy  duty  of  bringing  forth  from  the  budding  life 
'  Prom    Prayers  of  the    Social    Awakening,    Pilgrim  Press. 

[305] 


THE  CHURCH  SCHOOL 

of  the  young  the  mysterious  stores  of  character 
and  ability  which  thou  hast  hidden  in  them. 

"We  bless  thee  for  the  free  and  noble  spirit  that 
is  breathing  with  quickening  power  upon  the  edu- 
cational life  of  our  day,  and  for  the  men  and 
women  of  large  mind  and  loving  heart  who  have 
made  that  spirit  our  common  possession  by  their 
teaching  and  example.  But  grant  that  a  higher 
obedience  and  self-restraint  may  grow  in  the  new 
atmosphere  of  freedom.  We  remember  with  grati- 
tude to  thee  the  godly  teachers  of  our  own  youth 
who  won  our  hearts  to  higher  purposes  by  the  sa- 
cred contagion  of  their  life.  May  the  strength  and 
beauty  of  Christ-like  service  still  be  plainly 
wrought  in  the  lives  of  their  successors,  that  our 
children  may  not  want  for  strong  models  of  devout 
manhood  on  whom  their  characters  can  be  molded. 

"Do  thou  reward  thy  servants  with  a  glad  sense 
of  their  own  eternal  worth  as  teachers  of  the  race, 
and  in  the  heat  of  the  day  do  thou  show  them  the 
spring  by  the  wayside  that  flows  from  the  eternal 
silence  of  God  and  gives  new  light  to  the  eyes  of 
all  who  drink  of  it." 

Song— "We  Love  Thy  Word,  0  God." 

Minister:  "They  that  are  wise  shall  shine  as  the  bright- 
ness of  the  firmament;  and  they  that  turn  many  to  right- 
eousness as  the  stars  for  ever  and  ever." 

Congregation:  We  are  setting  you  apart  to  teach  our  chil- 
dren and  bring  them  into  the  fulness  of  the  blessing  of 
Christ. 

Teachers:  We  accept  these  children  in  the  spirit  of  him 
who  said,  "Learn  of  me,"  looking  to  the  Great  Teacher  as 
the  Source  of  all  wisdom. 

Congregation :  Who  is  wise  and  understanding  among  you  ? 
Let  him  show  by  his  good  life  his  works  in  meekness  of 
wisdom. 

Minister:  The  wisdom  that  is  from  above  is  first  pure,  then 
peaceable,  gentle,  easy  to  be  entreated,  full  of  mercy  and 
good  fruits,  without  variance,  without  hypocrisy. 

[306] 


TEACHER  TRAINING 

Congregation:  Pure  religion  and  undefiled  before  our  God 
and  Father  is  this,  to  visit  the  fatherless  and  widows  in 
their  affliction,  and  to  keep  oneself  unspotted  from  the 
world. 

Parents:  Since  all  true  religion  must  express  itself  in  ac- 
tivity, in  the  home  and  at  work,  on  the  street  and  in  play, 
we  therefore,  as  parents,  pledge  our  cooperation  with  you 
in  the  future  training  of  our  children  in  such  a  religious 
life. 

Church  Officers:  Believing  that  the  future  of  the  Church 
depends  upon  the  efficiency  of  the  church  school,  we 
pledge  you  the  support  of  this  church  in  all  your  efforts. 

Minister:  In  calling  you  to  be  teachers  in  the  church  school 
your  church  has  given  you  the  highest  recognition  which 
any  congregation  can  confer  upon  its  members.  To  be 
set  before  the  childhood  of  the  church  as  one  worthy  of 
being  imitated  carries  with  it  a  great  responsibility,  but 
it  also  brings  a  rare  opportunity  for  transmitting  one's 
highest  ideals  to  the  lives  of  those  who  are  placed  under 
his  care. 

Teachers:  Feeling  keenly  this  responsibility,  and  appre- 
ciating this  opportunity  for  service,  we  dedicate  our  in- 
tellects and  our  hearts,  our  time  and  our  talents  to  the 
teaching  service  of  our  church,  believing  that  the  King- 
dom of  heaven  must  come  through  teaching  our  boys  and 
our  girls  "to  do  justly,  and  to  love  mercy,  and  to  walk 
humbly  with  their  God." 

Minister:  May  the  Father  bless  you  richly  as  you  dedicate 
yourselves  to  the  holy  task  of  breaking  the  Bread  of  Life 
to  the  childhood  and  youth  of  the  church.  "Go  ye  there- 
fore, and  make  disciples  of  all  the  nations,  teaching  them 
to  observe  all  things  whatsoever  I  commanded  you." 

Congregation:  "And  lo,  I  am  with  you  always,  even  unto 
the  end  of  the  world." 

Pastor:    Prayer  of  dedication. 

Just  as  rapidly  as  the  colleges  of  the  country 
can  be  induced  to  teach  religion,  just  so  rapidly 
will  there  flow  back  into  the  local  churches  men 

[307] 


THE  CHURCH  SCHOOL 

and  women  prepared  for  leadership  in  religious 

education.     The  churches  must  be 

the  Training      Urged    to    select    out    their    most 

Classes 

capable  members  and  place  them  in 
charge  of  given  branches  of  teaching;  e.  g.,  Old 
Testament  History,  Life  of  Christ,  Apostolic 
Age,  Child  Psychology,  Methodology,  etc. 
These  people,  teaching  the  same  subjects  year 
after  year,  would  soon  become  authorities  in 
their  fields,  and  young  people,  passing  through 
a  series  of  correlated  courses,  would  receive  a 
splendid  training  for  the  teaching  service  in  the 
church. 

In  addition  to  the  best  talent  in  the  local 
church  there  are  two  other  sources  of  leaders 
for  the  training  classes  within  the  church  school : 

a.  Director  of  Religious  Education.  Such  a 
director  could  supervise  the  training  of  both 
old  and  new  teachers. 

b.  A  Teaching  Pastor.  Churches  unable  to 
employ  both  a  preaching  pastor  and  a  teach- 
ing pastor  should  call  from  the  colleges  and 
seminaries  young  men  who  have  given  special 
attention  to  the  problem  of  religious  pedagogy. 
Pastors  who  left  college  before  such  courses 
were  offered  as  part  of  a  minister's  prepara- 
tion may  attend  Institutes  and  Summer  Schools 
and  read  standard  books  on  the  subject  and 
finally  gain  the  ability  to  direct  the  training  of 
church-school  teachers. 

The  great  need  in  the  church  school  now  is  a 
realization  on  the  part  of  the  ministry  of  the 
real  problem  of  Christian  nurture.     The  time 

[308] 


TEACHEE  TRAINING 

has  come  when  churches  should  insist  that  pas- 
tors be  skilled  educators,  that  they  devote  time 
to  the  problems  of  the  school,  and  that  they  pre- 
pare themselves  to  supervise  the  church  school 
and  train  its  teachers. 

City  Institutes  are  being  established  for  the 
purpose  of  federating  the  teacher  training 
work  of  groups  of  churches,  thus 
tion  with  City  providiug  types  of  specialization 
beyond  the  reach  of  most  churches. 
It  is  highly  desirable  that  such  attempts  at  fed- 
eration have  the  support  of  all  the  schools  in 
their  territory.  From  such  Institutes  will 
come  leaders  for  the  teacher  training  work 
within  the  local  church. 

BIBLIOGRAPHY 

R.  E.  A.  Commission  Report,  Religious  Education,  Vol.  IV, 
p.  87  ff. 

Knight,  "The  Training  of  Sunday  School  Teachers,"  Aims 
of  Religious  Education,  pp.  276  ff. 

Hurlbut  and  McFarland,  "Sunday  School  Training  Accom- 
plished by  Sunday  School  Union  of  the  M.  E.  Church," 
Aims  of  Religious  Education,  pp.  283  ff. 

Streit,  "The  Nature  and  Extent  of  Pedagogic  Training 
Necessary  for  Sunday  School  Teachers,  Aims  of  Re- 
ligious Education,  pp.  285  ff. 

Ballantine,  "Character  and  Scope  of  Biblical  Knowledge  to 
be  Expected  of  Sunday  School  Teachers,"  Aims  of  Re- 
ligious Education,  p.  389  ff. 

Miller,  Scott,  Ainslie,  "Training  for  Leadership  in  the 
Church,"  Christian  Standard,  Feb.  15th,  1913. 

Athearn,  Training  a  City^s  Sunday  School  Teachers,  Third 
Annual  Announcement  of  the  Des  Moines  (Iowa)  Sun- 
day School  Institute. 

McElfresh,  The  Training  of  Sunday  School  Teachers  and 
Officers,  75c.    Eaton  and  Mains,  New  York,  N.  Y. 

[  309  ] 


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